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If they are still struggling to decode and spell, they need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly. Tell students that today they are going to be thinking about sensory language. Concentrate on each group of themes for two class periods. Please try the They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, reading books that are structured in different ways and reading for a range of purposes, using dictionaries to check the meaning of words that they have read, increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally, identifying themes and conventions in a wide range of books, preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action, discussing words and phrases that capture the readers interest and imagination, recognising some different forms of poetry [for example, free verse, narrative poetry]. Poetry Themes | Lesson Plan | Education During the first viewing students should pay attention to the words that stand out when they hear the poem/performance. WebLexia Core5 Reading is a research-proven, blended learning program that accelerates the development of fundamental literacy skills for students of all abilities in grades pre-K-5. Distribute copies of the poems, from the aforementioned list, for each theme addressed in class. 5-3 Calculate present and future values of a level stream of cash payments. Students will have the opportunity to read their poems during a class Poetry Slam. Finally, they should be able to form individual letters correctly, establishing good handwriting habits from the beginning. change will be completed. They will begin to appreciate poetry as another medium for authors to express commentary on the pressing social issues of the times. Students are required to create their own new poem entitle My Hero using the guide of words that been use in the poem my hero. "To the Pay Toilet" byMarge PiercyJulius CaesarbyWilliam Shakespeare, copies of aforementioned poems Literature, especially, plays a key role in such development. Teachers should build on the knowledge and skills that pupils have been taught at key stage 3. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, Secondary curriculum, key stage 3 and key stage 4 (GCSEs), National curriculum in England: English programmes of study, nationalarchives.gov.uk/doc/open-government-licence/version/3, read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information, acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language, appreciate our rich and varied literary heritage, write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences, use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas, are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate, comprehension (both listening and reading), composition (articulating ideas and structuring them in speech and writing), listen and respond appropriately to adults and their peers, ask relevant questions to extend their understanding and knowledge, use relevant strategies to build their vocabulary, articulate and justify answers, arguments and opinions, give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings, maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments, use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas, speak audibly and fluently with an increasing command of Standard English, participate in discussions, presentations, performances, role play/improvisations and debates, gain, maintain and monitor the interest of the listener(s), consider and evaluate different viewpoints, attending to and building on the contributions of others, select and use appropriate registers for effective communication, apply phonic knowledge and skills as the route to decode words, respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes, read accurately by blending sounds in unfamiliar words containing, read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word, read other words of more than one syllable that contain taught, read words with contractions [for example, Im, Ill, well], and understand that the apostrophe represents the omitted letter(s), read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words, reread these books to build up their fluency and confidence in word reading.