literacy planning year 1 medium term spring 0... · chn to present their group’s ideas to the...
TRANSCRIPT
Literacy Medium Term Planning Class ; Year 2 (EXP 2) Autumn A 2020/2021
Talk for Writing Text Genre Focus
Narrative How the world was made Myth Setting description.
Non-Fiction How to Plant a Seed Instructions.
Immersion in the text Working with the text Vocabulary Ideas for innovation Wow starter – Fiction
Read the story and discuss.
Chn to make musical intrusments. Chn
to use these props to act out the
story.
Chn to work in key worker groups -
adult to have a seletion of different
musical intruments children to guess
which one is playing.
Retell story in story circles (groups).
Story maps.
Boxing up
Discussion of myths.
Role play / drama.
Wow starter – non-fiction.
Read instructions for how to plant a
seed and discuss.
Chn to follow the instructions and
Fiction.
Retell the story each day in groups.
Create story maps.
Discussion of myth tales.
What does ‘myth’ mean?
Discuss writing for different purposes.
Look at a range of different genres of
writing.
Compose sentences orally before
writing.
Independent application of phonics up
to and including phase 3 and phase 4
taught so far.
Begin to use full stops and capital
letters correctly.
Combine words into sentences using
conjunctions ‘and’. ‘but’, ‘or’ and
‘because’.
Identify verbs, nouns and adjectives.
Use interesting and relevant adjective
to make interesting noun phrases.
Non-fiction
Fiction
How
World
Earth
Sky
Universe
Made
Once upon a time
There was
Only darkness
First
Second
Third
Forth
Fifth
Sixth
Seventh
Week
Mountains
Rivers
Oceans
Forest
Trees
Innovation – Chn to change the setting
description from ‘No sun. No moon no
stars. Only darkness’ to one of their
choice. Chn to add some detail in their
setting description as this is lacking in
the original story.
Non-fiction Chn to write their own set of
instructions for how to plant a seed
but by changing the method and
therefore the items in the ‘what you
will need’ section.
Ideas for invention
Invention: Chn to change the setting.
E.g. to a Desert, Artic.
plant a seed. Retell the text each day in groups.
Create text maps.
Discussion of instructional texts.
Discuss writing for different purposes.
Compose sentences orally before
writing.
Independent application of phonics up
to and including phase 3 and 4.
Begin to use full stops and capital
letters correctly.
Start sentences with an adverbial of
time followed by an imperative verb.
Animals/Creatures
Man
Woman
Grasses
Rocks
Plants
Flowers
Rain
Snow Storms thunder lightening
Sun
Moon
Stars
Earth
Planet
Began
Non-fiction
Instructions
First
Next
After that
Finally
Cover
Place
Chn to write their own creation myth
story in this new setting.
Non-fiction
Chn to write their own set of
instructions for how to look after
something e.g. a pet
Phonics – Yellow Group (HA) JH
Phase 4
Practise recognition and recall of phase 2 and 3 graphemes and
reading and spelling CVC words.
Teach and practise reading CVCC words.
Teach and practise spelling CVCC words.
Teaching reading phase 4 tricky words.
Teach spelling phase 4 tricky words.
Practise reading and spelling high frequency words
Practise reading sentences.
Practise writing sentences.
Phonics – Blue Group (MA) TE & HO
Phase 4
Practise recognition and recall of phase 2 and 3 graphemes and
reading and spelling CVC words.
Teach and practise reading CVCC words.
Teach and practise spelling CVCC words.
Teaching reading phase 4 tricky words.
Teach spelling phase 4 tricky words.
Practise reading and spelling high frequency words
Practise reading sentences.
Practise writing sentences.
Phonics - Red Group (LA) JW
Phase 3.
Practice previously learned GPCs.
Teach set 6 & 7 letter and sounds
Teach consonant digraphs
Teach vowel digraphs.
Practise letter names.
Practise blending for reading.
Practise segmentation for spelling.
Teach reading tricky words.
Practice reading and spelling high frequency words.
Teach spelling two syllable words.
Practise reading captions and sentences.
Practise writing captions and sentences.
Yellow writing target (HA) JH Target: EMG 1
Composition: Compose phrases/sentences orally between writing them. Apply phonic knowledge throughout all writing. Begin to recall sentences without prompting Read aloud their writing clearly enough to be heard by peers and teacher. Begin to use connectives Grammar: Identify capital letter and full stops Put a full stop at the end of a piece of writing. Use spaces between words. Know a sentence starts with a capital letter
Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Spell at least 10 (year 1) common exception words. Spell correctly words using the 26 letters of the alphabet. Make a recognisable attempt at spelling the days of the week. Name the letters of the alphabet when shown. Begin to use letter names to distinguish between alternative spellings. Begin to use the suffix ‘s’ and ‘ing’ Begin to write some simple sentences and captions dictated by the teacher that include words using the GPCs and common exception words taught so far.
Handwriting: Form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.
Guided Reading (HA) TE Target: Exp 1
Word Recognition: Apply phonic knowledge independently. Read 40 graphemes. Recognise some alternative sounds for graphemes. Read words that contain two or more syllables. Read 50+ common exception words. Read words containing suffixes (‘er’, ‘ed’ ending). Read words containing plural ‘s’ and ‘es’. Read words containing ‘un’ (prefix) Read words with contractions. Read aloud from books up to 40+ graphemes without overt sounding and blending. Read with increasing pace and fluency. Read from Orange+ book band.
Comprehension: Often choose to read a book alone. Read and understand a range of texts, eg poetry, stories, non-fiction as a group. Answer questions and make inferences about these texts. Link reading to own experiences. Re-tell a range of stories and poetry sequencing events. Understand meaning of words through discussion and context. Predict what may happen, with reasoning. Compare and discuss a range of text types and books by different authors. Attempt to read unknown book without adult support. Listen and demonstrate understanding of fiction, non-fiction and poetry. Re-tell a text, sequencing main events. Use terms fiction and non-fiction, beginning to describe the features. Begin to use some expression to help make meaning clear, with adult prompting. Read a range of sentence types, taking account of . , ? and !
Blue writing (MA) JW Target: ELG
Composition: Use their phonic knowledge to write words in ways which match their spoken sounds. Begin to apply phonic knowledge in their writing. Write simple sentences which can be read by themselves and others.
Grammar: Begin to Identify capital letter and full stops Begin Use spaces between words. Begin to understand that a sentence starts with a capital letter. Begin to place full stop at the end of a piece of writing Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Write some irregular common words. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Name the letters of the alphabet when shown. Handwriting: Form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.
Guided Reading (MA) JW Target: Emg 1/ Exp 1
Word Recognition:
emg1 Begin to apply phonic knowledge with increasing independence. Read the first 26 graphemes. Read mono-syllabic words. Read 25 Year 1 common exception words. Read words containing plural ‘s’. Read words aloud by segmenting and blending phonemes with increasing independence, from book with up to the first 26 graphemes. Begin to read some sentences with developing pace. Read from Blue+ book band exp1 Apply phonic knowledge to read accurately independently. Read 40 graphemes (All Phase 3). Recognise some alternative sounds for graphemes. Read words that contain two or more syllables. Comprehension: Behave like a reader and knows how books work. Listen and respond appropriately to stories, poetry and non-fiction texts. Re-tell familiar stories, identifying some key events. Begin to understand the difference between stories and information texts. Predict what may happen next in a fiction text. To notice different expressions from stories read to them. Read simple sentences, pausing at a full stop.
Red writing target TE/H0 Target: 40-60+/ELG
Composition: Gives meaning to marks they make as they draw, write and paint. Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Attempts to write short sentences in meaningful contexts. Writes labels and captions. Use their phonic knowledge to write words in ways which match their spoken sounds. Write simple sentences which can be read by themselves and others Some words are spelt correctly and others are phonetically plausible. Grammar: Begin to identify capital letter and full stops Begin to understand that a sentence starts with a capital letter. Begin to place full stop at the end of a piece of writing Begin use spaces between words. Use capital letter for own name. Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Write some irregular common words Name the letters of the alphabet when shown. Handwriting: Begin to form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.
Guided Reading (LA) JH H0 Target: Emg 1
Word Recognition: Use phonic knowledge to decode regular words and read them aloud accurately read some common irregular words
Begin to apply phonic knowledge with increasing independence. Read the first 26 graphemes. Read mono-syllabic words. Read 25 Year 1 common exception words. Read words containing plural ‘s’. Read words aloud by segmenting and blending phonemes with increasing independence, from book with up to the first 26 graphemes. Begin to read some sentences with developing pace. Read from blue+ book band
Comprehension: Read and understand simple sentences. Demonstrate understanding when talking with others about what they
have read.
Behave like a reader and knows how books work. Listen and respond appropriately to stories, poetry and non-fiction texts Re-tell familiar stories, identifying some key events. Begin to understand the difference between stories and information texts. Predict what may happen next in a fiction text. To notice different expressions from stories read to them. Read simple sentences, pausing at a full stop.
Week Home
books
Speaking & Listening Talk for writing Sentence & Word level Outcome/
audience
1 2 days settling in.
See separate planning.
2 Listen to adults.
Concentrate and pay
attention in
groups/whole class.
Know what ‘good
listening’ is.
Listening to the story.
Creative activities.
Listening and speaking to
the class, group and in
pairs.
Discussing their ideas.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of
others.
Composing sentences orally
before writing.
Appropriately sustain talk
& interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
No talk for writing this week.
Rain Before Rainbows by Smriti Halls.
Monday:
Thought shower by only seeing the front
cover of the book. What do they think
this book is about? Who are the main
characters? What are the main events?
Chn to present their group’s ideas to the
rest of class. Compare and discuss their
thoughts.
Read the book to the chn and discuss.
Tuesday:
Read the story to the chn once again.
Show the pictures and discuss the
illustrator’s techniques. Look at the
colours used and discuss the effect. Chn
to choose their favourite illustration and
reproduce it using a medium of their
choice.
Wednesday:
Read the story to the chn once again. Chn
to recall key events by drawing a story
board. This will form their plan.
Thursday:
Chn to write sentences/captions/words
to go with the book.
Friday:
Independent write - Chn to write a story
of their choice which has been inspired
by Rain Before Rainbows.
Identify nouns.
Understand that nouns fall in to different categories.
E.g. person, place, thing or idea.
Write dictated sentences which include nouns.
Audience:
Another
reader.
Outcome:
To write a
narrative
inspired by
another book.
Home
Books:
Blue
3
Listen to adults.
Concentrate and pay
attention in
groups/whole class.
Know what ‘good
listening’ is.
Understand imaginary
and real.
Listening to the story.
Role play.
Creative activities.
Listening and speaking to
the class, group and in
pairs.
Discussing their ideas.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of
others.
Composing sentences orally
before writing.
Appropriately sustain talk
& interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
Fiction – imitation stage
Monday: Wow starter.
Read the story and discuss.
Children to work in groups to make own
instrument.
Chn to use these props to join in with the
retelling of the story.
Tuesday: Actions.
Re-read the story ‘How the world was made’
and discuss myth tales, look at some different
creation myths. In groups chn to decide upon
and learn the actions for the story.
Wednesday: Story map.
Re-read the story ‘How the world was made’
once again. Chn to do their actions. Then chn
to create their story map.
Thursday: Setting descriptions.
Re-read the story ‘‘How the world was made’’
once again. Chn to do their actions. Discuss
the setting description in this story. Look at
various setting descriptions and discuss the
text and language features.
Friday: Independent writing.
Re-read the story ‘‘How the World was Made’’
once again. Chn to do their actions. Independently Chn to re-write the one line of
the current setting description.
Know what an adjective is and be able to name some.
Add adjectives to a piece of writing independently.
Audience:
Another
reader.
Outcome:
To know and
understand
the story
‘How the
world was
made’.
To retell the
story of ‘How
the world was
made’.
To create a
story map for
‘How the
worlds was
made.
To read and
comment on
different
setting
descriptions.
Saying what
they
like/dislike
about them.
To read and
analyse a
good setting
description,
listing the
text and
language
features.
Home
Books:
Red
4
Listen to adults.
Concentrate and pay
attention in groups/whole
class.
Know what ‘good listening’
is.
Understand imaginary and
real.
Talk about and describe my
imaginary ideas,
Retelling the story as a
class, in story circles and
in pairs.
Discussing their ideas as a
class, in groups and with
their talk partner.
Participation in shared
writes.
Discussing their ideas.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of
others.
Composing sentences orally
before writing.
Appropriately sustain talk
& interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
Fiction – innovation stage
Monday:
Re-read the story ‘‘How the World was Made’’
once again. Chn to do their actions.
In groups children to read, sort and choose
appropriate adjectives to describe – Sun. Moon
and Stars.
After shared write children to rewrite setting
description to include the noun phrases.
Tuesday:
Re-read the story ‘‘How the world was made’’
once again. Chn to do their actions.
Show the chn the picture of space, discuss with
children that the setting of ‘‘How the world was
made’’ is space without any stars, planets etc.
Chn look at /name/discuss other space terms. As
shared write, chn to write setting description to
replace ‘the sun moon and stars’ in the original
story.
Wednesday:
Re-read the story ‘‘How the world was made’’
once again. Chn to do their actions. As group chn
to decide on one adjective to describe their
alternate space things. As a shared write
children to rewrite their own setting
description.
Thursday:
Re-read the story ‘‘How the world was made’’
once again. Chn to do their actions.
Chn to decide on then do a drawing or painting to
show their 3 space objects ( no...no....no...), then
write 3 noun phrases to describe their picture.
Friday: Independent writing.
Re-read the story ‘‘How the World was Made’’
once again. Chn to do their actions.
Using their picture and noun phrases as a plan,
chn to write their new setting description.
Understand what a noun phrase is.
Use extended noun phrases.
Use extended noun phrases independently in a
piece of writing.
Audience:
Another reader.
Outcome:
To write a
series of
detailed setting
descriptions
inspired by
images.
Home
Books:
Yellow
5
Listen to adults.
Concentrate and pay
attention in groups/whole
class.
Know what ‘good listening’
is.
Understand imaginary and
real.
Talk about and describe my
imaginary ideas,
Retelling the story as a
class, in story circles and
in pairs.
Discussing their ideas as a
class, in groups and with
their talk partner.
Participation in shared
writes.
Discussing their ideas.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of
others.
Composing sentences orally
before writing.
Appropriately sustain talk
& interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
Fiction – invention stage
Monday:
Re-read the story ‘‘How the World was made’’
once again. Chn to do their actions.
As a contrast, show the chn the setting which is
on a Desert (no water, no trees, no animals.
There was only sand). As a shared write of the
first line, chn to write their own setting
description.
Tuesday:
Re-read the story ‘‘How the World was made’’
once again. Chn to do their actions.
Show the chn the setting Artic (No grass, no
people no flowers only snow). As a shared write
of the first line, chn to write their own setting
description.
Wednesday:
Re-read the story ‘‘How the World was Made’’
once again. Chn to choose one of the previous
settings – decide upon adjectives to describe
the 3 things. As a shared write, chn to write 3
expanded noun phrases.
Thursday: Independent writing.
Re-read the story ‘‘How the world was made’’
once again. Chn to do their actions.
chn to choose one of the ones they wrote
expanded noun phrases for yesterday and write
their own setting description independently.
Friday = Curriculum day – Art.
Recognise when to use a full stop and capital letter.
Punctuate simple sentences independently.
Audience:
Another reader.
Outcome:
To write a
series of
detailed setting
descriptions
inspired by
images.
6
Listen to adults.
Concentrate and pay
attention in groups/whole
class.
Know what ‘good listening’ is.
Pick up new words quickly
and easily.
Retelling the text as a class,
in story circles and in pairs.
Discussing their ideas as a
class, in groups and with
their talk partner.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of others.
Composing sentences orally
before writing.
Appropriately sustain talk &
interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
Non-fiction – imitation/innovation stage
How to plant a seed
Monday: Wow starter.
Read the Instructions ’How to Plant a Seed’
Chn to follow the instructions and carefully plant
a seed.
Tuesday: Actions. Read the chn the instructional text 'How to
Plant Seed’. Discuss the features of an
instructional text. Discuss the language and
sentence starters.
In groups chn to decide upon and learn the
actions for the text.
Then chn to underline the adverbials of time in
one colour and the imperative verbs in another.
Wednesday: Text map. Read the chn the instructional text How to plant
a seed once again. Chn to do the actions.
Chn to do a text map for the text.
Thursday: Analysis. Read the chn the instructional text ‘How to plant
a seed’. Chn to do the actions.
As a group children to make a boxed up plan for
‘how to plant a seed’.
Friday: Independent writing. Read the chn the instructional text sent from the
troll once again. Chn to do the actions.
Chn to write their own set of instructions for how
to plant a seed.
Name and understand conjunctions for coordination
and subordination.
Begin to join sentences with co-ordination and
subordination independently.
Audience:
Someone who
needs to know
how to do
something.
Outcome:
To follow
instructions
carefully.
To use actions
to help them
remember a
story.
To draw a text
map.
To write a
familiar
instructional
text.
7 Listen to adults.
Concentrate and pay
attention in groups/whole
class.
Know what ‘good listening’ is.
Pick up new words quickly
and easily.
Retelling the text as a class,
in story circles and in pairs.
Discussing their ideas as a
class, in groups and with
their talk partner.
Reasoning and justifying
their thoughts with peers.
Presenting their ideas to
the rest of the class.
Make contributions by
discussing their ideas with
the adults and other chn in
the class.
Respond appropriately to
the contributions of others.
Composing sentences orally
before writing.
Appropriately sustain talk &
interactions.
Take different roles in
groups & use the language
appropriate to the role.
Reading their work to an
adult or peer.
Non-fiction – invention stage
Monday:
Read the chn the instructional text 'How to
plant a seed. Chn to do the actions.
Vocabulary games – In groups chn to take it in
turn to give instructions to someone else – how
walk to get from one location to another –
discuss the importance of imperitive word for
instructions
Tuesday: Read the chn the instructional text ‘How to Plant
a Seed’. Chn to do the actions.
. Read the chn the instructional text ‘How to
Plant a Seed’. Chn to do the actions.
Read the chn the instructions ‘how to trap a
stone giant’ and make a story map for ‘how to
trap a stone giant’
Wednesday: Read the chn the instructional text ‘How to Plant
a Seed’. Chn to do the actions. In group chn to box up a plan for ‘how to trap a
stone giant’
Thursday: Read the chn the instructional text ‘How to Plant
a Seed. Chn to do the actions.
Chn to work in pairs to decide what they would
like to write instructions for in their
independent write on Friday. Explain they need
to choose an imaginary creature to trap.
Then in pairs chn to make a text map and include
imperative verbs they will use, equipment they
will need and what final point they will make.
Friday: Independent writing. Read the chn the instructional text 'How to
Plant a Seed’. Chn to do the actions.
Chn to write their own set of instructions for o
whatever they decided on yesterday. Chn to use
their notes as a plan.
Name and understand conjunctions for coordination
and subordination.
Join sentences with co-ordination and subordination
independently.
Audience:
Someone who
needs to know
how to do
something.
Outcome:
To give clear
instructions
and to follow
instructions
carefully.
To understand
how to use
imperative
verbs.
To write a set
of instructions
inspired by a
story.
To plan a set of
imaginary
instructions.
To write a set
of imaginary
instructions.
8 Listen to adults.
Concentrate and pay attention in
groups/whole class.
Know what ‘good listening’ is.
Pick up new words quickly and
easily.
Discussing their ideas as a class, in
groups and with their talk partner.
Reasoning and justifying their
thoughts with peers.
Make contributions by discussing
their ideas with the adults and other
chn in the class.
Respond appropriately to the
contributions of others.
Composing sentences orally before
writing.
Appropriately sustain talk &
interactions.
Reading their work to an adult or
peer.
Assessment week.
Monday: Independent writing.
Chn to plan and write a myth tale of
their choice, which includes a detailed
setting description
Tuesday: Independent writing.
Chn to plan and write an instructional
text of their choice.
Wednesday = Curriculum day –
Science.
Thursday = Parents’ day.
Friday = INSET day.
Identify nouns, verbs and adjectives.
Audience:
Another
reader.
Outcome:
To write a
Myth tale
which includes
a detailed
setting
description.
To write an
instructional
text about
something that
interests me.