Greenmount -
a Pathway to Success
| Year | Poetry Form(s) | Objectives | |||
| Performance | Reading, Analysing | Writing Composition | Vocabulary, Grammar, Punctuation | ||
| Reception | Performance Poetry (Poetry Basket)
Nursery Rhymes
Rhyming Strings | Continue a rhyming string. Begin to build a repertoire of known rhymes and poems. | Enjoy an increasing number of rhymes and poems. Understand some nonsense rhymes. Begin to read words and simple sentences | Write words to carry on a rhyming string. Attempt to write short sentences. | Leave spaces between words.
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| Year One | Performance Poetry
Riddles
Free Verse | Read aloud clearly enough to be heard by peers and teachers. Learn some simple rhymes and poems by heart. | Listen to and discuss a wide range of poems. Learn to appreciate rhymes and poems and recite some by heart. Participate in discussion about what is read to them. Explain clearly their understanding of what is read to them. | Say out loud what they are going to write about. Compose a sentence orally before writing. Read their writing aloud, clearly enough to be hear by their peers and the teacher. | Use adjectives and noun phrases to describe. Leave spaces between words. Join words and clauses using "and". |
| Year Two | Performance Poetry
Repeating Patterns
Free Verse | Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some with appropriate volume and intonation to make the meaning clear. | Listen to, discuss and express views about a wide range of contemporary and classic poetry. Recognise simple recurring literary language in poetry. Discuss favourite words and phrases.
| Consider what they are going to write before beginning by: - planning or saying out loud what they are going to write about - writing down ideas and/or key words, including new vocabulary Make simple additions and corrections to their own writing by evaluating their writing with the teacher and other pupils. | Use expanded noun phrases to describe and specify. Use subordination (when, if, that, because) and co-ordination (or, and, but) |
| Year Three | Performance Poetry
Question & Answer
Free Verse | Preparing poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Read aloud their own writing, to a group or the whole class, using appropriate intonation, and controlling the tone and volume so that the meaning is clear. | Listen to and discuss a wide range of poetry. Read poems that are structured in different ways. Identify themes and conventions in a range of poems. Discuss words and phrases that capture the reader's interest and imagination. Begin to recognise some different forms of poetry. Identify how language, structure and presentation contribute to meaning. |
Discuss and record ideas. Assess the effectiveness of their own and others' writing, suggesting improvements. Proposing changes to grammar and vocabulary to improve consistency. Proof-read for spelling and punctuation errors. | Extend sentences by using a wider range of conjunctions, including when, if, because,. although. Revise and refine use of . ? and ! Use expanded noun phrases, similes and metaphors to describe. |
| Year Four | Performance Poetry
Simile/Metaphor
Free Verse | ||||
| Year Five | Performance Poetry
Figurative Poetry
Free Verse | Preparing poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. | Continue to read and discuss an increasingly wide range of poetry. Recommend poetry that they have read to peers, giving reasons for their choices. Identify and discuss themes and conventions in and across a wide range of poetry. Make comparisons within and across poetry. Check the poem makes sense to them, discussing their understanding and exploring the meaning of words. Identify how language, figurative language, structure and presentation contribute to meaning and impact on the reader. | Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Noting and developing initial ideas, drawing on reading and research where necessary. Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Assess the effectiveness of their own and others' writing. Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Ensure consistency throughout the poem. Proof-read for spelling and punctuation errors. | Use appropriate grammar and punctuation according to the style of poetry being written. |
| Year Six | Performance Poetry
Classics
Free Verse | ||||
The forms of poetry have been chosen to develop the children's effective use of language which will also support their work in narrative writing. Some have been chosen (e.g. Question and Answer) to reinforce previous learning in grammar and punctuation.