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SOW ENGLISH YEAR 4 2022-2023 by RozayusAcademy
SOW ENGLISH YEAR 4 2022-2023 by RozayusAcademy
SCHOOL
BADGE
SCHOOL ADDRESS : ____________________________________________________
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 Recognise and 2.1.1 Explain and give 3.2.1 Understand the 4.1.2 Use cursive writing 5.2.1 Say in simple
reproduce with reasons for basic main idea of simple in written work* words and phrases how
support a wide range opinions texts of one or two *all children a text makes them feel
of target language paragraphs
phonemes 2.1.5 Describe people, 4.2.3 Describe basic 5.3.1
WEEK 1
and objects using 3.2.2 Understand everyday routines Respond imaginatively
1.2.2 Understand with suitable statements specific information and intelligibly through
WEEK 2
support specific and details of simple 4.2.4 Describe people creating simple picture
information and 2.2.1 Keep interaction texts of one or two and objects using stories, simple poems
WEEK 3
details of longer going in short paragraphs suitable statements and cartoon stories
simple texts exchanges by using Other imaginative
WEEK 4
suitable words: 3.2.3 Guess the 4.3.1 Use capital letters, responses as
1.2.3 Understand with (i) to show meaning of unfamiliar full stops, question appropriate
WEEK 5
support short simple understanding words from clues marks and commas in
narratives on a range (ii) to ask for provided by title and lists appropriately in
of familiar topics clarification topic guided writing at
MODULE 1 :
discourse level
WHERE ARE YOU
1.2.4 Understand 3.3.1 Read and enjoy
FROM?
longer supported A1 fiction/non-fiction 4.3.2 Spell most high
classroom instructions print and digital texts frequency words
of interest accurately in guided
1.2.5 Understand writing
longer supported
questions
MODULE 2 : 1.2.5 Understand 3.2.4 Recognise and use 4.3.2 Spell most high
MY WEEK longer supported with little or no support frequency words
questions key features of a simple accurately in guided
monolingual dictionary writing
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 Recognise and 2.1.2 Find out about 3.2.1 Understand the 4.2.4 Describe people 5.2.1Say in simple
reproduce with support a and describe main idea of simple texts and objects using words and phrases
wide range of target experiences in the of one or two suitable statements how a text makes
WEEK 9 language phonemes past paragraphs them feel
4.2.5Connect
WEEK 10 1.2.2 Understand with 2.1.3 Give a longer 3.2.2 Understand sentences into a 5.3.1 Respond
support specific sequence of basic specific information and coherent paragraph imaginatively and
WEEK 11
information and details of instructions or details of simple texts of using basic intelligibly through
longer simple texts directions one or two paragraphs coordinating creating simple
conjunctions and picture stories, simple
MODULE 3 : 1.2.3 Understand with 2.1.4 Give reasons for 3.2.4 Recognise and use reference pronouns poems and cartoon
IN THE PAST support short simple simple predictions with little or no support stories
narratives on a range of key features of a simple 4.3.1 Use capital Other imaginative
familiar topics 2.3.1Narrate short monolingual dictionary letters, full stops, responses as
basic stories question marks and appropriate
1.2.5 Understand longer 3.3.1 Read and enjoy A1 commas in lists
supported questions fiction/non-fiction print appropriately in
and digital texts of guided writing at
interest discourse level
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 Recognise and 2.1.2 Find out about 3.2.1 Understand the 4.2.4 Describe people 5.2.1Say in simple
reproduce with support a and describe main idea of simple texts and objects using words and phrases
wide range of target experiences in the of one or two suitable statements how a text makes
WEEK 12 language phonemes past paragraphs them feel
4.2.5Connect
WEEK 13 1.2.2 Understand with 2.1.3 Give a longer 3.2.2 Understand sentences into a 5.3.1 Respond
support specific sequence of basic specific information and coherent paragraph imaginatively and
information and details of instructions or details of simple texts of using basic intelligibly through
longer simple texts directions one or two paragraphs coordinating creating simple
conjunctions and picture stories, simple
MODULE 3 : 1.2.3 Understand with 2.1.4 Give reasons for 3.2.4 Recognise and use reference pronouns poems and cartoon
IN THE PAST support short simple simple predictions with little or no support stories
narratives on a range of key features of a simple 4.3.1 Use capital Other imaginative
familiar topics 2.3.1Narrate short monolingual dictionary letters, full stops, responses as
basic stories question marks and appropriate
1.2.5 Understand longer 3.3.1 Read and enjoy A1 commas in lists
supported questions fiction/non-fiction print appropriately in
and digital texts of guided writing at
interest discourse level
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 Recognise and 2.1.1 Explain and give 3.2.2 Understand specific 4.1.2 Use cursive writing 5.2.1 Say in simple
reproduce with support reasons for basic information and details in written work* words and phrases
a wide range of target opinions of simple texts of one or *all children how a text makes
language phonemes two paragraphs them feel
WEEK 17 2.1.5 Describe 4.2.3 Describe basic
1.2.2 Understand with people, and objects 3.2.3 Guess the meaning everyday routines 5.3.1 Respond
WEEK 18 support specific using suitable of unfamiliar words from imaginatively and
information and details statements clues provided by title 4.2.5 Connect sentences intelligibly through
of longer simple texts and topic into a coherent paragraph creating simple
(REVISON 2.2.1 Keep using basic coordinating picture stories,
MODULE 1-5) 1.2.5 Understand longer interaction going in 3.2.4 Recognise and use conjunctions and simple poems and
supported questions short exchanges by with little or no support reference pronouns cartoon stories
using suitable words: key features of a simple Other imaginative
1.3.1 Guess the meaning (i) to show monolingual dictionary 4.3.1 Use capital letters, responses as
MODULE 5 : of unfamiliar words from understanding full stops, question marks appropriate
EATING RIGHT clues provided by (ii) to ask for 3.3.1 Read and enjoy A1 and commas in lists
knowledge of the topic clarification fiction/non-fiction print appropriately in guided
and digital texts of writing at discourse level
2.2.2 Check steps interest
needed to complete 4.3.2 Spell most high
short classroom tasks frequency words
accurately in guided
writing
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 Recognise and 2.1.1 Explain and give 3.2.2 Understand specific 4.1.2 Use cursive writing 5.2.1 Say in simple
reproduce with support reasons for basic information and details in written work* words and phrases
a wide range of target opinions of simple texts of one or *all children how a text makes
language phonemes two paragraphs them feel
WEEK 19 2.1.5 Describe 4.2.3 Describe basic
1.2.2 Understand with people, and objects 3.2.3 Guess the meaning everyday routines 5.3.1 Respond
WEEK 20 support specific using suitable of unfamiliar words from imaginatively and
information and details statements clues provided by title 4.2.5 Connect sentences intelligibly through
of longer simple texts and topic into a coherent paragraph creating simple
(REVISON 2.2.1 Keep using basic coordinating picture stories,
MODULE 1-5) 1.2.5 Understand longer interaction going in 3.2.4 Recognise and use conjunctions and simple poems and
supported questions short exchanges by with little or no support reference pronouns cartoon stories
using suitable words: key features of a simple Other imaginative
1.3.1 Guess the meaning (i) to show monolingual dictionary 4.3.1 Use capital letters, responses as
MODULE 5 : of unfamiliar words from understanding full stops, question marks appropriate
EATING RIGHT clues provided by (ii) to ask for 3.3.1 Read and enjoy A1 and commas in lists
knowledge of the topic clarification fiction/non-fiction print appropriately in guided
(LP 65- 80) and digital texts of writing at discourse level
2.2.2 Check steps interest
needed to complete 4.3.2 Spell most high
short classroom tasks frequency words
accurately in guided
writing
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.2 Understand with 2.1.2 Find out about 3.2.1 Understand the 4.2.3 Describe basic 5.2.1 Say in simple
support specific information and describe main idea of simple everyday routines words and phrases
and details of longer simple experiences in the texts of one or two how a text makes
texts past paragraphs 4.3.1 Use capital them feel
WEEK 24 letters, full stops,
1.2.3 Understand with 2.1.3 Give a longer 3.2.2 Understand question marks and 5.3.1 Respond
WEEK 25
support short simple sequence of basic specific information and commas in lists imaginatively and
WEEK 26
narratives on a range of instructions or details of simple texts of appropriately in intelligibly through
familiar topics directions one or two paragraphs guided writing at creating simple picture
WEEK 27 discourse level stories, simple poems
1.2.5 Understand longer 2.1.4 Give reasons for 3.2.3 Guess the and cartoon stories
WWEK 28 supported questions simple predictions meaning of unfamiliar 4.3.2 Spell most Other imaginative
words from clues high frequency responses as
2.1.5 Describe people, provided by title and words accurately in appropriate
and objects using topic guided writing
suitable statements
MODULE 7 : 3.2.4 Recognise and use
HELPING OUT 2.2.2 Check steps with little or no support
needed to complete key features of a simple
short classroom tasks monolingual dictionary
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1Recognise and 2.1.1Explain and 3.2.2 Understand specific 4.2.4 Describe people and 5.2.1 Say in simple
reproduce with support give reasons for information and details objects using suitable words and phrases
WEEK 29 a wide range of target basic opinions of simple texts of one or statements how a text makes
language phonemes two paragraphs them feel
WEEK 30 2.1.4 Give reasons 4.2.5 Connect sentences
1.2.2 Understand with for simple 3.2.4 Recognise and use into a coherent paragraph 5.3.1 Respond
WEEK 31 predictions
support specific with little or no support using basic coordinating imaginatively and
information and details key features of a simple conjunctions and intelligibly through
WEEK 32
of longer simple texts 2.1.5 Describe monolingual dictionary reference pronouns creating simple
people, and objects picture stories,
1.2.5 Understand longer using suitable 3.3.1 Read and enjoy A1 4.3.2 Spell most high simple poems and
supported questions statements fiction/non-fiction print frequency words cartoon stories
and digital texts of accurately in guided Other imaginative
MODULE 8 : 1.3.1Guess the meaning 2.2.2 Check steps interest writing responses as
AMAZING of unfamiliar words needed to complete appropriate
ANIMALS from clues provided by short classroom 4.3.3 Produce a plan or
knowledge of the topic tasks draft of one paragraph for
a familiar topic and modify
2.3.1Narrate short this appropriately in
basic stories response to feedback
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2.3.1Narrate short
basic stories
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