year 2 and year 3 planning exemplification and spelling ...dera.ioe.ac.uk/4830/1/cyr2and...

DfES 0000-2003

Crown copyright 2003

Guidance

Curriculum andStandards

Year 2 and Year 3teachersStatus: Recommended

Date of issue: 12-2003

Ref: DfES 0493-2003

Year 2 and Year 3PlanningExemplification andSpelling Programme

Disclaimer

The Department for Education and Skills wishes to make clear that the Department andits agents accept no reponsibility for the actual content of any materials suggested asinformation sources in this document, whether these are in the form of printedpublications or on a website.

In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement ofparticular companies or their products.

The websites referred to in these materials existed at the time of going to print. Teachersshould check all website references carefully to see if they have changed and substituteother references where appropriate.

Primary National Strategy

1

Year 2 and Year 3 Planning Exemplification and Spelling Programme

DfES 0493-2003


Contents

Introduction 3

Year 2 and Year 3 medium-term planning 5

An example of KS1 and 2 medium-term planning rationale 6

An example of Year 2 medium-term planning 8

An example of Year 3 medium-term planning 11

Teaching sequence 14

Target statements for reading and writing Years 24 15

Year 2 Term 3 Unit Non-fiction 2: Reports 21Introduction 22

Framework objectives 24

Summary of unit 25

Unit plan 26

Year 3 Term 1 Unit: Reports 29Introduction 30

Framework objectives 31

Summary of unit 32

Unit plan 33

Spelling programme for Year 2 and Year 3 35

Introduction 36

Year 2 spelling programme 40

Year 3 spelling programme 46

Activities for investigating conventionsIdeas for session 1 52

Activities for teaching the tricky bits in wordsIdeas for session 3 69

Routines for practising and assessing spellingIdeas for sessions 2, 4 and 5 76

Application of spelling in writing 78


2


DfES 0493-2003



3


DfES 0493-2003


Introduction

This booklet combines the National Literacy Strategy planning exemplificationwhich is on the DfES Standards website (www.standards.dfes.gov.uk) with aspelling programme for Years 2 and 3.

Progression in Phonics has accelerated the work in spelling for children inFoundation Stage and Year 1. Progression in Phonics and the Key Stage 2Spelling bank do not address Year 2. This booklet serves to fill this gap andprovide continuity between key stages.

The CD-ROM (DfES 0494-2003) attached to this booklet contains

Year 2 and Year 3 Planning Exemplification and Spelling programme

NLS medium-term planningEarly Foundation Stage plansLater Foundation Stage plansNLS IntroY1 plansY2 plansY3 plansY4 plansY5 plansY6 plans

Target statementsReading target statementsWriting target statements

Unit plans Y2T3 with full resources

Unit plans Y3T1 with full resources


4


DfES 0493-2003



5


DfES 0493-2003


Year 2 and Year 3 medium-termplanning


6


DfES 0493-2003


An example of Key Stage 1 and 2 medium-termplanning rationale

1. An effective medium-term plan:

assembles the text, sentence and word level objectives into coherent (mostly two-week) units;

recognises that some sentence and word level objectives will be taught discretely and others will

be integrated into the theme of the unit;

includes all objectives from the NLS Framework, repeating some as appropriate;

indicates texts to be studied and pupil outcomes for each unit of work;

indicates related speaking and listening emphases;

orders the units in the terms timetable to make explicit links to related work in other curriculum areas;

assumes the teacher will be reading a novel (or other texts) to the class on a regular basis outside the literacy

hour throughout the term.

2. These units were assembled as follows:

The related reading and writing text level objectives were clustered into themes generally on the basis of

text-type into approximately six/seven blocked units per term, of an average length of two weeks.

The range of texts was added and suitable outcomes decided as suggested by the objectives. These

outcomes are intended as suggestions for the tangible end product of the unit that the children are

motivated to complete, e. g. a piece of writing, a discussion, presentation, debate, reading journal entry.

These are related to, but distinct from learning outcomes which are linked to the teaching objectives and

also to specific curriculum targets for the class, group or individual.

Those sentence and word level objectives that directly and specifically supported the text level objectives in

each unit were added and then further sentence level objectives were allocated to provide balanced

coverage. Teachers may wish to relocate some of the word and sentence level objectives once they have

decided the running order of the units and chosen texts.

The word level objectives were allocated so that, depending on the key stage, all aspects of word level (e.g.

phonics, spelling, vocabulary, handwriting) were addressed in most units, and all aspects of spelling

(rules/conventions, strategies, practice and proofreading) were covered in every unit.

In Key Stage 1, the phonological awareness, phonics and spelling objectives have been replaced by

Progression in phonics steps. The remaining word level objectives have been grouped as follows:

i) word recognition, graphic knowledge and spelling;

ii) vocabulary extension;

iii) handwriting.

In Key Stage 2, word level objectives are grouped as follows:

i) spelling conventions and rules;

ii) spelling strategies;

iii) vocabulary extension;

iv) handwriting.

A limited number of speaking and listening emphases, drawn from the reading and writing text level

objectives, were constructed so that there was progression and coverage through the years.


7


DfES 0493-2003


3. In these medium-term plans the units are generally set out in the order in which the main text level objectives are

listed in the NLS Framework. The units are not placed in a recommended running order, although in Key Stage 1,

where there are two parts (e. g. Narrative 1 and 2), part 2 should not precede part 1. Each teacher will therefore

need to decide the order on the basis of a number of considerations. These might include the following:

Cross-curricular links: any unit may be placed to coincide with teaching in another subject to be used as a

stimulus for writing. Non-fiction units may be placed so that the text-type is taught before being applied in

another subject or so that the content from the other subject is the basis of the writing in the English lesson.

Reading a class novel could begin during a poetry or non-fiction unit, so that the novel is well underway

before using it in a narrative unit; on the other hand, there may be reasons for starting to read the novel to

coincide with the beginning of a narrative unit, e. g. if the objective is on openings.

Building up learning, for instance a poetry unit in which figurative language is covered may be followed by a

narrative unit where this knowledge could be used.

Linking outcomes to other events: in the summer term for Years 4 and 5 suggested outcomes include entries

in the Write Here Write Now 2003 writing awards. Full details are available on the Write Here Write Now web

site at www.writehere.org.uk or can be requested from the helpline on 0163 472 9825.

Key

PiP: Progression in phonics (DfES 0604/2001)

DEW: Developing early writing (DfES 0055/2001)

SB: Spelling bank (KS2) (DfES 0086/2001)

GfW: Grammar for writing (DfES 0107/ 2000)


8


DfES 0493-2003


An

exam

ple

of Y

ear 2

med

ium

-ter

m p

lann

ing

Term

1

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

, exc

ept w

here

ther

e ar

e tw

o p

arts

(e.g

. Nar

rativ

e 1

and

2) i

n w

hich

cas

e p

art 1

sho

uld

pre

ced

e p

art 2

.

R

eord

erin

g th

e un

its m

ay n

eces

sita

te re

allo

catin

g so

me

wor

d a

nd s

ente

nce

leve

l ob

ject

ives

to d

iffer

ent u

nits

.

W

ord

leve

l ob

ject

ives

: Pro

gres

sion

in p

honi

cs (

PiP

) ste

p 7

rep

lace

s w

ord

leve

l ob

ject

ives

1-3

. The

rem

aini

ng p

honi

cs o

bje

ctiv

es a

re g

roup

ed w

ith b

ulle

t (i)

und

er w

ord

reco

gniti

on, g

rap

hic

know

led

ge a

nd s

pel

ling

. Bul

lets

(ii)

and

(iii)

refe

r to

voc

abul

ary

exte

nsio

n a

nd h

and

writ

ing

resp

ectiv

ely.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve 1

1, 2

, 3, 4

, 6, 9

, 11

1, 2

, 3, 4

, P

iP s

tep

72

S

torie

s w

ith fa

mili

ar s

ettin

gs

Ora

l and

writ

ten

rete

lling

DE

Wp

.132

-133

i) 4

, 5, 7

(ing

), 8,

9

ii) 1

0

iii)

11

Po

etry

1, 2

, 7, 8

, 9, 1

21,

3, 4

, 5,

PiP

ste

p 7

2

A v

arie

ty o

f poe

ms

with

fam

iliar

Cla

ss a

ntho

logy

DE

Wp

.134

-135

i) 6,

7 (e

d),

9se

ttin

gs

Pre

sent

atio

n of

a fa

vour

ite p

oem

ii) 1

0

Poe

tic li

nes,

pat

tern

s, id

ea

iii) 1

2co

mb

inat

ions

P

oem

s

No

n-fi

ctio

n 1:

1, 2

, 9, 1

3, 1

4, 1

5, 1

6,

1, 2

, 4, 5

PiP

ste

p 7

2

Inst

ruct

ions

S

imp

le in

stru

ctio

ns

Inst

ruct

ions

18i)

6, 7

(ed

), 9

ii) 1

0

iii) 1

1

Nar

rati

ve 2

1, 2

, 4, 5

, 9, 1

0, 1

11,

2, 3

, 4, 5

, DE

WP

iP s

tep

73

S

torie

s

Sto

ry

incl

udin

g D

EW

Uni

t 10

p.1

32-1

33i)

6, 7

(s),

9

At t

he S

easi

de

ii) 1

0

iii) 1

2

No

n-fi

ctio

n 2:

1, 2

, 9, 1

3, 1

4, 1

5, 1

6,

1, 4

, 5, 6

, P

iP s

tep

72/

3

Inst

ruct

ions

In

stru

ctio

ns c

onta

inin

g d

iagr

ams

Inst

ruct

ions

17, 1

8D

EW

p.1

36-1

37i)

4, 5

, 7 (s

), 8,

9

incl

udin

g D

EW

Uni

t 11

ii) 1

0

Pla

ntin

g B

eans

iii

) 12


9


DfES 0493-2003


An

exam

ple

of Y

ear 2

med

ium

-ter

m p

lann

ing

Term

2

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

, exc

ept w

here

ther

e ar

e tw

o p

arts

(e.g

. Nar

rativ

e 1

and

2) i

n w

hich

cas

e p

art 1

sho

uld

pre

ced

e p

art 2

.

R

eord

erin

g th

e un

its m

ay n

eces

sita

te re

allo

catin

g so

me

wor

d a

nd s

ente

nce

leve

l ob

ject

ives

to d

iffer

ent u

nits

.

W

ord

leve

l ob

ject

ives

: Pro

gres

sion

in p

honi

cs (

PiP

) ste

p 7

rep

lace

s w

ord

leve

l ob

ject

ives

1-3

. The

rem

aini

ng p

honi

cs o

bje

ctiv

es a

re g

roup

ed w

ith b

ulle

t (i)

und

er w

ord

reco

gniti

on, g

rap

hic

know

led

ge a

nd s

pel

ling

. Bul

lets

(ii)

and

(iii)

refe

r to

voc

abul

ary

exte

nsio

n a

nd h

and

writ

ing

resp

ectiv

ely.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve 1

1, 2

, 4, 6

, 7, 1

2, 1

41,

2, 3

, 4, 5

, 6, 8

,P

iP s

tep

72

Tr

aditi

onal

sto

ries

with

Ret

ellin

g of

sto

ries;

pro

file

of

DE

Wp

.134

-135

i) 4

, 6p

red

icta

ble

and

pat

tern

edch

arac

ter i

n st

ory,

e.g

. w

ante

d

DE

Wp

.140

ii) 1

1la

ngua

gep

oste

r

iii)

12,1

4

Po

etry

1, 2

, 8, 9

, 10,

11,

12

1, 3

, 8,

PiP

ste

p 7

2

Poe

ms

from

oth

er c

ultu

res

with

Cla

ss c

olle

ctio

n of

poe

ms

by

15D

EW

p.1

42-1

43i)

4, 7

+9,

8p

red

icta

ble

and

pat

tern

edch

ildre

n

ii) 1

1la

ngua

ge

Ow

n p

oem

s an

d p

rese

ntat

ion

iii) 1

3, 1

4

Poe

ms

by

sign

ifica

nt c

hild

ren

sof

ow

n p

oem

s

poe

ts

Cat

ego

risi

ng16

, 17,

18,

20

PiP

ste

p 7

1

Dic

tiona

ries,

glo

ssar

ies,

ind

exes

C

lass

dic

tiona

ry o

r glo

ssar

y

alp

hab

etic

ally

i) 3,

6an

d o

ther

alp

hab

etic

ally

ord

ered

ii) -

text

s

iii) 1

3, 1

4

Nar

rati

ve 2

1, 2

, 3, 4

, 5, 1

2, 1

3,

1, 2

, 3, 4

, 5, 8

, 9,

PiP

ste

p 7

3

Trad

ition

al s

torie

s fr

om c

ultu

res

T

rad

ition

al t

ale

incl

udin

g D

EW

Uni

t 12

14D

EW

p.1

38-1

39i)

5, 7

+9,

Tra

diti

onal

Sto

ries

DE

Wp

.142

-143

ii) 1

0

iii) 1

3, 1

4

Exp

lana

tio

n19

, 20,

21

1, 3

, 4, 7

, P

iP s

tep

72

E

xpla

natio

ns

Flow

char

t or d

iagr

am to

exp

lain

a

incl

udin

g D

EW

Uni

t 13

DE

W p

.141

i) 5,

6, 8

pro

cess

Exp

lana

tions

and

ii)

10

Glo

ssar

ies

iii) 1

3, 1

4


10


DfES 0493-2003


An

exam

ple

of Y

ear 2

med

ium

-ter

m p

lann

ing

Term

3

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

, exc

ept w

here

ther

e ar

e tw

o p

arts

(e.g

. Nar

rativ

e 1

and

2) i

n w

hich

cas

e p

art 1

sho

uld

pre

ced

e p

art 2

.

R

eord

erin

g th

e un

its m

ay n

eces

sita

te re

allo

catin

g so

me

wor

d a

nd s

ente

nce

leve

l ob

ject

ives

to d

iffer

ent u

nits

.

W

ord

leve

l ob

ject

ives

: Pro

gres

sion

in p

honi

cs (

PiP

) rep

lace

s w

ord

leve

l ob

ject

ives

1-3

. The

rem

aini

ng p

honi

cs o

bje

ctiv

es a

re g

roup

ed w

ith b

ulle

t (i)

und

er w

ord

reco

gniti

on, g

rap

hic

know

led

ge a

nd s

pel

ling

. Bul

lets

(ii)

and

(iii)

refe

r to

voc

abul

ary

exte

nsio

n a

nd h

and

writ

ing

resp

ectiv

ely.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve 1

1, 2

, 4, 5

, 9, 1

01,

2, 3

, 5,

PiP

ste

p 7

3

Diff

eren

t sto

ries

by

the

sam

e

Sto

ry

DE

Wp

.138

-139

i) 2

, 4, 7

auth

or

DE

Wp

.144

-147

ii) 9

iii)

11, 1

2

No

n-fi

ctio

n 1

1, 2

, 9,

13,

14,

15,

16

1, 4

, 6,

PiP

ste

p 7

2

Info

rmat

ion

boo

ks

In

form

atio

n te

xt

18, 2

0D

EW

p.1

42-1

43,

i) 2,

4, 6

DE

Wp

.148

-149

ii) 9

iii) 1

1, 1

2

Po

etry

1, 2

, 6, 8

, 9, 1

11,

2, 3

,P

iP s

tep

72

Te

xts

with

lang

uage

pla

y, e

.g.

C

lass

ant

holo

gy

iin

clud

ing

DE

WU

nit 1

4D

EW

p.1

34-1

35,

i) 2,

5+

8, 7

ridd

les,

tong

ue-t

wis

ters

,

Hum

orou

s ve

rses

Non

sens

e Ve

rse

DE

Wp

.138

-139

ii) 9

hum

orou

s ve

rse

iii) 1

1, 1

2

Nar

rati

ve 2

1, 2

, 3,

5, 7

, 9, 1

21,

2, 7

,P

iP s

tep

72

E

xten

ded

sto

ries

by

sign

ifica

nt

Ret

ellin

g st

orie

s or

ally

DE

W p

.148

-149

i) 3,

5+

8, 6

child

ren

s au

thor

s

Rea

din

g jo

urna

l

ii) 9

, 10

iii) 1

1, 1

2

No

n-fi

ctio

n 2:

Rep

ort

1, 2

, 9, 1

7, 1

9, 2

11,

4, 5

, P

iP s

tep

72/

3

Non

-chr

onol

ogic

al re

por

ts

Not

es

incl

udin

g D

EW

Uni

t 15

DE

W p

.144

-147

i) 5+

8, 7

N

on-c

hron

olog

ical

rep

ort

Non

-chr

onol

ogic

al

ii) 9

, 10

rep

ort

iii) 1

1, 1

2


11


DfES 0493-2003


An

exam

ple

of Y

ear 3

med

ium

-ter

m p

lann

ing

Term

1

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

and

som

e w

ord

and

sent

ence

leve

l obj

ectiv

es m

ay n

eed

to b

e re

arra

nged

.

In

som

e co

pies

of t

he N

LS F

ram

ewor

k fo

r tea

chin

g, th

e nu

mbe

ring

of th

e Ye

ar 3

Ter

m 1

text

leve

l obj

ectiv

es v

arie

s. T

he n

umbe

ring

here

refe

rs to

the

web

ver

sion

.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve: s

etti

ng1,

8, 9

, 11,

12,

16

1, 6

, (G

fW3)

,10,

11,

i) 5

, 6, 7

2

Sto

ries

with

fam

iliar

set

tings

Sto

ry w

ith s

ettin

g

(GfW

8)

12(G

fW6)

ii) 1

, 4

iii)

13, 1

5

iv)

20

Nar

rati

ve: d

ialo

gue

2, 3

, 9,

10,

16

(GfW

8)1,

2, 4

, (G

fW2)

, 7, 8

i) 5

, 6, 7

,2

S

torie

s w

ith fa

mili

ar s

ettin

gs

S

tory

with

dia

logu

e

(GfW

4)ii)

2, 8

(SB

p.4

, p.6

2)an

d p

lays

iii) 1

4, 1

6, 1

8, 1

9

iv) 2

1

Pla

ys4,

5, 1

51,

2, 3

, (G

fW1)

, 7i)

5, 6

, 7,

2

Ora

l and

writ

ten

pla

ys

Per

form

sim

ple

pla

yscr

ipts

(GfW

4), 1

0ii)

3, 9

(SB

p.5

)

iii)

13, 1

4, 1

5

iv)

20

Po

etry

6, 7

, 8, 9

, 13,

14

1, 6

(G

fW3)

i) 5

, 6, 7

2

Poe

ms

bas

ed o

n ob

serv

atio

n

Poe

try

pre

sent

atio

n

ii) 1

, 4, 1

0 (S

B p

.6)

and

the

sens

es

Poe

m

11 (S

B p

.7),

12

iiii

) 13,

16,

17,

18

iv) 2

1

Fact

and

fict

ion

17, 1

81,

3, 5

(GfW

1), 9

i) 5

, 6, 7

1

Info

rmat

ion

boo

ks o

n to

pic

s of

E

valu

atio

n of

non

-fict

ion

text

s

(GfW

5), 1

0ii)

3, 1

0, 1

1 (S

B p

.6-7

)in

tere

st

12

iii) 1

3

iv) 2

0

Rep

ort

s18

, 19,

20,

21,

22

9 (G

fW5)

, 13

i) 5

, 6, 7

2

Non

-chr

onol

ogic

al re

por

ts

Not

es

(GfW

9)(G

fW7)

ii) 1

, 4, 1

0 (S

B p

.6)

R

epor

ts li

nked

to a

noth

er

iii)

13, 1

4, 1

5cu

rric

ulum

are

a

iv) 2

1


12


DfES 0493-2003


An

exam

ple

of Y

ear 3

med

ium

-ter

m p

lann

ing

Term

2

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

and

som

e w

ord

and

sent

ence

leve

l obj

ectiv

es m

ay n

eed

to b

e re

arra

nged

.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve: t

hem

es2,

3, 7

, 8, 9

, 2,

3, (

GfW

10),6

, 7i)

5, 6

, 73

M

yths

, leg

end

s an

d p

arab

les

A

fab

le o

r myt

h w

ith a

mor

al

ii) 1

, 4, 8

(S

Bp

.8+

9),

with

rela

ted

them

esm

essa

ge

12 (

SB

p.1

2) 1

5

(SB

p.1

5)

iii)

17, 2

4

iv)

25, 2

6

Nar

rati

ve: p

lot

1, 6

, 7, 9

, 10

4,

5 (G

fW11

)i)

5, 6

, 7,

2

Trad

ition

al s

torie

s, s

torie

s w

ith

P

lan

and

writ

e an

alte

rnat

ive

ii) 2

, 9 (S

Bp

.10)

, 11

rela

ted

them

est

rad

ition

al s

tory

iii) 1

8, 1

9, 2

2, 2

3

iv) 2

5, 2

7

Po

etry

4, 5

, 11

1, 9

i) 5

, 6, 7

2

Ora

l and

per

form

ance

poe

try

P

oetr

y p

rese

ntat

ion

ii) 3

, 9 (

SB

p.1

0),

from

diff

eren

t cul

ture

s

10 (S

Bp

.11)

, 11

iiii

) 17

, 18,

19,

20,

21

iv) 2

5, 2

6

No

n-fi

ctio

n:

12, 1

3, 1

4, 1

5, 1

6, 1

78

(GfW

12),

9i)

5, 6

, 72

In

stru

ctio

ns

Not

es re

late

d to

ano

ther

note

-tak

ing

and

(GfW

13),

10, 1

1ii)

1, 4

, 12

(SB

p.1

2),

D

ictio

narie

s an

d th

esau

rus

curr

icul

um a

rea

inst

ruct

ions

(GfW

14)

13 (S

Bp

.13)

, 14

with

out i

llust

ratio

ns

Inst

ruct

ions

(SB

p.1

4), 1

5

(SB

p.1

5), 1

6

iii) 1

7, 1

8, 1

9, 2

0, 2

1,

22, 2

3

iv) 2

5, 2

7


13


DfES 0493-2003


An

exam

ple

of Y

ear 3

med

ium

-ter

m p

lann

ing

Term

3

Thes

e un

its c

an b

e ta

ught

in a

ny o

rder

and

som

e w

ord

and

sent

ence

leve

l obj

ectiv

es m

ay n

eed

to b

e re

arra

nged

.

Uni

tTe

xtS

ente

nce

Wo

rdW

kTe

xt(s

)S

ugg

este

d o

utco

me(

s)

Nar

rati

ve: p

lot

1, 2

, 10,

11,

13

1, 4

(GfW

16),5

i) 5

, 6, 7

3

Ad

vent

ure/

mys

tery

sto

ries

S

tory

(foc

us o

n se

que

nce)

(GfW

17),

6 ii)

1, 4

, 8 (

SB

p.1

6),

(GfW

18)

9 (S

Bp

.17)

10

(SB

p.1

8)

iii)

12, 1

3, 1

5

iv)

17

Nar

rati

ve:

3, 4

, 5, 1

22

(GfW

15),

3

i) 5

, 6, 7

,2

R

ange

of s

torie

s

Ad

vent

ure/

mys

tery

sto

ry

per

spec

tive

/(G

fW15

), 4

ii) 2

, 11

(SB

p.1

9)

char

acte

r(G

fW16

)iii

) 13,

16

iv) 1

7, 1

8

Po

etry

6, 7

, 15,

21

1i)

5, 6

, 71

R

ange

of p

oetr

y in

clud

ing

P

oem

ii) 3

, 11

(SB

p.1

9)hu

mou

r

iii)

12,

14

(SB

p.2

0)

iv) 1

7

Aut

hors

1, 8

, 9, 1

45

(GfW

17)

i) 5

, 6, 7

2

Sto

ries

by

sam

e au

thor

R

ead

ing

jour

nal

ii) 1

, 4, 9

(S

Bp

.17)

,

10 (S

Bp

.18)

iii) 1

2, 1

4

iv) 1

8

No

te-t

akin

g a

nd16

, 20,

21,

22,

23,

25,

1, 3

(G

fW15

), 6

i) 5

, 6, 7

3

Ran

ge o

f tex

ts in

clud

ing

Le

tter

lett

ers

26(G

fW18

), 7

ii) 3

, 11

(SB

p.1

9)le

tter

s

An

acco

unt p

rese

nted

in a

(GfW

19)

iii) 1

2, 1

6va

riety

of f

orm

s

iv) 1

7, 1

9

Alp

hab

etic

al te

xt17

, 18,

21,

24

7 (G

fW19

)i)

5, 6

, 72

A

lpha

bet

ical

text

s

Alp

hab

etic

al te

xt in

clud

ing

IT

ii) 2

, 8 (

SB

p.1

6)te

xts

linke

d to

oth

er c

urric

ulum

iii) 1

2, 1

5

area

iv) 1

9


14


DfES 0493-2003


Teaching sequencefor shared reading and writing through a unit

establishing purpose for reading; e.g. activating prior learning, experience or reading; e.g. predicting content of book from cover and title.

the searchlights: phonic skill and knowledge, graphic knowledge, context,word recognition; fluency;

e.g. skimming, scanning, paragraphs and topic sentences, page layout; e.g. predicting, deducing, inferring, speculating, making connections.

Children use all of these strategies when they read. However, in Key Stage 1, theteaching focus is mostly on the basic skills toolkit, moving into a focus onnavigating techniques in Years 3 and 4 and comprehension strategies in Years 5and 6.

It is important that the teacher demonstrates the use of a new strategy. Forinstance, you could demonstrate how to scan a paragraph looking for a specificfact, thinking aloud as you do so. Then tell the children a fact and ask them to scanfor it. Ask the children to tell the class the process they went through.

e.g. likes and dislikes, what puzzles you and questions you would like to ask the author.

e.g. Year 4 Term 1 T1 to identify social, moral or cultural issues in stories, and todiscuss how the characters deal with them; to locate evidence in text.

analysing texts for structural and language features; deriving principles of effective writing from these text models.

This is an investigative activity which you would do in shared reading and then askthe children to repeat in pairs using another text during independent time. Theirconclusions would be brought back to the plenary.

gathering content for writing or transferring it from another curriculum area, for either fiction or non-fiction writing or stimulating writing through experienceor discussion;

deciding purpose and audience for writing and choosing the form of writing tofulfil purpose and match audience.

Here the children are applying the principles they gleaned from their analysis oftexts. They plan using the knowledge they have of text structure. When theycompose (draft and revise) they use the sentence structures and language featuresto convey their meaning effectively. They are also applying their word level learning(drafting and editing).

The use of demonstration, scribing and supported composition as described inGrammar for Writing is well established as a series of teaching strategies forteaching drafting. These strategies are equally important for teaching planningand could be used in teaching revising and editing.

Introduction to text

Reading strategies applying the searchlights model; techniques to navigate texts; comprehension strategies;

Response to text

Development of specific readingobjective(s)

Analysing text(reading for writing)

Introduction to writing(on the basis of specific writingobjective)

Writing processplanning, drafting, revising, editing


15


DfES 0493-2003


Read, on sight, words for YR from Appendix list 1 in the NLS Framework and other familiar and important words

Recognise the full range of vowel digraphs and trigraphs Identify syllables in order to read polysyllabic words Recognise common prefixes and suffixes and regular verb endings to construct the

meaning of words in context

Read aloud with intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks

Make predictions using experience of reading books written by the same author orbased on similar themes

Use an understanding of the structures of non-chronological reports and explanations to make predictions

Make comparisons between books noting similarities and difference, e.g. layout, theme, characters, settings

Understand how to use alphabetically ordered texts to retrieve information Gain an overall impression of a text by making predictions about content/subject

of a book by skim-reading, title, content, illustrations

Go beyond own experience or general impression and refer to text to explain meaning

Make simple inferences about thoughts and feelings and reasons for actions Identify key themes and discuss reasons for events in stories Begin to understand the effects of different words and phrases, e.g. to create humour,

images and atmosphere

Generate questions before reading and use bibliographic knowledge to help retrieve specific information

Evaluate the usefulness of the information in a particular text for answering questions

Make choices about which texts to read based on prior reading experience and bibliographic knowledge

Respond to text discussing preference with reference to favourite characters, and books with similar themes

Word recognitionand phonicknowledge

Grammaticalawareness

Use of context

Knowing howtexts work

Interpretation andresponse

Literary text

Non-fiction

Attitude

YEAR 2 Target statements for readingAs for Year 1 and:


16


DfES 0493-2003



Recognise a range of prefixes and suffixes to construct the meanings of words in context

Recognise the function of the apostrophe for omission and pronounce contracted forms correctly

Recognise the full range of consonant digraphs, e.g. kn, wr, ph

Read aloud with intonation and expression taking account of punctuation, e.g. commasto mark pauses and grammatical boundaries

Understand how pronouns in 1st, 2nd, 3rd person forms are used in sentences and apply this information to maintain understanding when reading

Understand how dialogue is punctuated and laid out and read with appropriateexpression

Know how knowledge is used to create effects, e.g. adjectives and adverbs fordescription and use to create detailed mental images

Use bibliographic knowledge, e.g. indexes to scan texts and locate specific information

Understand the difference between prose and playscript Understand the features of page layout in non-fiction texts, e.g. titles, subheadings,

labels, diagrams and charts

Understand how to use indexes to locate specific information

Explore underlying themes and ideas, making clear reference to text

When reading aloud show awareness and understanding of the different voices in stories

Discuss the actions of the main characters and justify views using evidence from the text

Identify the main point and summarise orally the content of a passage of text Use notes to summarise the main points from a passage or text Evaluate the usefulness of information, e.g. follow instructions to see if they work

Sustain silent reading to include longer, more complex texts Draw on knowledge of authors and types of books they write to inform choices Read aloud confidently to an audience, e.g. playscript, a performance poem or favourite

passage from a selected text



Use of context



Literary text

Non-fiction

Attitude


17


DfES 0493-2003



Use knowledge of word formation and a more extensive range of prefixes and suffixes to construct the meaning of words in context

Read aloud with intonation and expression taking account of punctuation, e.g.commas, dashes, hyphens

Use knowledge of how commas, connectives and full stops are used to join andseparate clauses to maintain fluency and understanding when reading

Apply knowledge of the different uses of the apostrophe to maintain understanding

Understand narrative order and chronology, tracking the passing of time in stories Know how style and vocabulary are linked to the purpose of the text, e.g. exaggerated

writing in persuasive text

Understand how chapters and paragraphs are used to collect, order and build up ideas Make use of non-fiction features, e.g. contents to scan, assess for relevance for

intended purpose

Identify the features of different types of text, e.g. newspaper reports, non-chronological reports, explanations, persuasion and ICT texts and use appropriate

reading strategies, e.g. scrolling through an ICT text

Identify and discuss issues locating evidence in the text

Interpret the effect the choice of language has to create moods, build tension, etc. Identify the use of expressive, descriptive and figurative language in prose and poetry

and interpret the effect of the choice of language to create mood, build tension, etc.

Respond critically to issues raised in stories, locate evidence in text, and explore alternative courses for action and evaluate the authors solution

Prepare for factual research by evaluating what is known and locating relevant source to use

Evaluate specific texts with reference to text types, e.g. is an advert successful at persuading?

Distinguish between fact and opinion and recognise the point of view being presentedin a text

Develop different reading styles for different text types, e.g. sustained silent reading for longer fiction and close reading for non-fiction

Describe and review own reading habits Take part in peer group discussion on books



Use of context



Literary text

Non-fiction

Attitude


18


DfES 0493-2003


YEAR 2 Target statements for writingAs for Year 1 and:

Spell two-syllable words, e.g. sometimes, including some words with prefixes and suffixes.

Spell the ends of regular past tense verbs with ed. Spell all the words in Y1/ Y2 list in Appendix List 1 in the NLS

Framework.

Use the four basic handwriting joins with confidence in independent writing.

Consider and select from alternative word choices. Give detail to engage reader.

Write simple sentences (using some prepositions). Begin to use conjunctions to write compound sentences. Use sentences from texts as models for writing.

Punctuate some sentences in the course of writing, using capital letters, full stops and question marks.

Begin to use commas in lists.

Write a recount or narrative in sentences using connectives that signal time, e.g. then, after, before, meanwhile.

Begin to show some consistency in use of 1st or 3rd person and tense.

Apply knowledge of story elements such as setting, dialogue, characterisation, story language and structures, so that own writing begins to sound like a story, with some consistency of genre and tense. Give sufficient detail to engage readers interest.

Begin to show some characteristics of chosen form, e.g. writenon-chronological reports, based on structure of known texts, incorporating appropriate language to sequence and categorise ideas.

Write initial jottings, notes and ideas before writing. Rehearse sentences, and adapt and re-read during writing to

identify where improvements might be made and to spot errors.

Phonics andspelling

Handwriting

Style: languageeffects

Style: sentenceconstruction

Punctuation

Purpose andorganisation

Process

WO

RD

SE

NT

EN

CE

TE

XT


19


DfES 0493-2003



Attempt to spell unfamiliar words using known conventions and rules and a range of strategies including phonemic, morphemic and etymological.

Spell words containing common prefixes and suffixes, e.g. un-, dis-, -ly, -ful.

Spell inflected forms of words containing short vowel, doubling the final consonant where necessary, e.g. win winning, beg begged.

Write legibly with a joined hand, maintaining consistency in size and spacing.

Use interesting vocabulary; vary use of adjectives and verbs for impact.

Select nouns to be specific, e.g. poodle rather than dog. Use terminology appropriate to text type.

Write simple and compound sentences. Begin to use some subordinators, e.g. if, so, while, though, since. Vary openings of sentence to avoid repetition.

Demarcate sentences in the course of writing, using full stops, capitalletters, question and exclamation marks, usually accurately.

Begin to use speech marks and capital letters for a range of purposes.

Secure the use of commas in a list.

Use 1st or 3rd person and tense consistently. Use a range of connectives that signal time. Vary story openings to create effects, such as building tension and

suspense, creating moods, establishing character and scene setting. Begin to address reader, for instance by using questions in non-

fiction. Write narrative with a build-up and with complication that leads

towards a defined ending, using a paragraph for each. In non-fiction, begin using basic structure, e.g. introductory and

concluding statements in non-chronological reports. Sequence sentence to extend ideas logically. Use language and structures from different text types for own writing.

Generate and collect suitable words and phrases before writing. Use different planning formats, e.g. charting, mapping, flow charts,

simple storyboards. Make and use notes. Identify and consider audience and how this affects writing. Mentally rehearse writing, and cumulatively re-read, making

adaptations and corrections. Be able to improve own writing and correct errors. Use IT to polish and present.

Phonics andspelling

Handwriting



Punctuation


Process

WO

RD

SE

NT

EN

CE

TE

XT


20


DfES 0493-2003



Attempt to spell unfamiliar words using known conventions and rules, and a range of strategies including phonemic, morphemic and etymological.

Spell the words for Y4 in Appendix List 2 in the NLS Framework. Distinguish the spelling of common homophones, e.g. hear and

here. Use the dictionary to check spelling of words. Use the apostrophe for omission.

Use fluent joined handwriting for all writing except where other special forms are required.

Use adjectives and adverbs selectively to create variety and add interest.

Use powerful verbs to show character or add impact. Use language precisely and selectively in relation to text types, for

instance to persuade or convey information.

Write simple and compound sentences and begin to use relative clauses.

Vary sentences showing characteristics of chosen form, adding phrases to enhance meaning.

Demarcate at least half of a written composition correctly, using the Y3 range of punctuation marks.

Begin to use the apostrophe for possession. Use commas to separate phrases and clauses within sentences. Use punctuation effectively in a range of text types.

Maintain consistent person and tense. Use main features of story structure to organise events, varying

opening, build-ups, conflicts and endings. Use setting and characterisation to engage readers interest, such

as using the weather to create atmosphere. In non-fiction, use basic features of text types, such as introductory

statements, followed by clear points leading to a conclusion. Use paragraphs to structure narrative, for instance isolating an

initiating event or introduction. Use appropriate layout conventions for non-fiction.

Show imagination through use of detail (e.g. to describe setting, build tension or show characters feelings or motives), creating interest, humour or suspense.

In non-fiction, attempt to interest, instruct, persuade or amuse the reader.

Use different ways to plan writing, e.g. notes, diagrams, etc. Mentally rehearse writing and re-read as a matter of habit. Edit in relation to audience and purpose, enhancing or deleting,

justifying choices.

Spelling

Handwriting



Punctuation


Process

WO

RD

SE

NT

EN

CE

TE

XT


21


DfES 0493-2003


Year 2 Term 3 Unit Non-fiction 2: Reports


22


DfES 0493-2003


Introduction

The aim of this unit of work is to teach children how to read and write non-chronological reports. The

context is work in another area of the curriculum. The children start by predicting the contents and

skimming information books, then posing questions ahead of reading. They analyse the features of

report texts and practise note taking by reading books on a range of subjects. A format for report

writing is produced, based on texts that the children have read and analysed. They then return to the

theme of babies and toddlers. The teacher demonstrates how to carry out research from a range of

sources, make notes and write a report. The children are given their own area to research and each

write their own report to contribute to a class book on Looking after babies and toddlers.

This unit is based on Unit 15 of Developing Early Writing and is specifically linked to the QCA science

scheme of work, Unit 2A, Health and growth. The unit is designed to run parallel with a later part of the

science unit, which focuses on babies and toddlers. In their science lessons children will be recording,

in a variety of ways, how a baby and toddler need to be looked after and explaining why this is

necessary. They will be asking questions about the differences between a baby and toddler in order to

make comparisons. Children will be able to use this information as they write their reports, comparing

babies and toddlers, in the literacy hour. In the first week, they will read and analyse report texts on a

range of subjects in literacy, whilst finding out about babies and toddlers in science. This information

informs note making and planning in the second week, then the reports are written in the third week.

For those schools which do not cover this science subject matter during Year 2 Term 3, any other

content material that uses information texts and requires the writing of a non-chronological report

would be suitable, e.g. QCA geography, Year 2, Unit 4 Going to the seaside or QCA history, Year 1 or

2, Unit 3 What were seaside holidays like in the past?

Unit plan

The plan of the unit (pages 2627) is based on the teaching sequence, which begins by

exploring the reading objectives and then moves into writing (see page 14 for an explanation of the

teaching sequence). An additional teaching sequence for spelling plots a route from learning and

practising the conventions of spelling through to learning how to use strategies for spelling in the

context of common irregular words and cross-curricular words for Babies and toddlers. The sequence

concludes with learning how to proofread. How the two teaching sequences map on to the objectives

is shown on page 25. Some sentence and word level objectives are integrated into the shared text

work; others are taught discretely. There is extensive use made of sentence level units G and H from

Developing Early Writing. Speaking and listening are essential components of all teaching and learning

but are given a particular focus in some elements of the plan. Guided reading and writing sessions are

not specifically covered as it is expected that teachers will plan differentiated activities based on the

needs of their own classes. Some of the lesson notes have suggestions for guided sessions where

support for a particular group would be appropriate.

This plan, written to the Year 2 Term 3 NLS objectives and QCA schemes of work, anticipates the

learning needs of most children in the year group. It needs adapting to each class to cater for the

individual needs of some children.


23


DfES 0493-2003


Resource sheets

These include a range of materials to support the lessons, providing teacher reference materials and resources

for the children to use and can be found on the website (www.standards.dfes.gov.uk). Resource sheet 16 is an

annotated version of a report text, showing the key points for teaching the objectives. This can form the basis

of shared writing sessions or can be adapted if necessary.

Teachers may wish to change these resources to adapt to a different curriculum area or customise some resource

sheets to suit the needs and interest of their classes. For this purpose, a word version of these materials is

available on www.standards.dfes.gov.uk/literacy.

Transition

This unit has been designed to be used to bridge the transition between Key Stages 1 and 2. The exemplified unit

with which it links is the Year 3 Term 1 report unit Teeth and eating.


24


DfES 0493-2003


NLS Framework objectivesU

nit:

No

n-fi

ctio

n 2:

Rep

ort

s(in

clud

ing

DE

W U

nit 1

5)

Dur

atio

n:2/

3 w

eeks

Text

leve

l ob

ject

ives

Pup

ils s

houl

d b

e ta

ught

:

T1

to re

info

rce

and

ap

ply

thei

r wor

d le

vel s

kills

thro

ugh

shar

ed a

nd g

uid

ed re

adin

g;

T2

to u

se p

hono

logi

cal,

cont

extu

al, g

ram

mat

ical

and

grap

hic

know

led

ge to

wor

k ou

t, p

red

ict a

nd c

heck

the

mea

ning

s of

unf

amili

ar w

ord

s an

d to

mak

e se

nse

ofw

hat t

hey

read

;

T9

thro

ugh

shar

ed a

nd g

uid

ed w

ritin

g to

ap

ply

pho

nolo

gica

l, gr

aphi

c kn

owle

dge

and

sig

ht

voca

bul

ary

to s

pel

l wor

ds

accu

rate

ly;

T14

to p

ose

que

stio

ns a

nd re

cord

thes

e in

writ

ing

prio

rto

read

ing

non-

fictio

n to

find

ans

wer

s;

T17

to s

kim

-rea

d ti

tle, c

onte

nts

pag

e, il

lust

ratio

ns,

chap

ter h

ead

ings

and

sub

-hea

din

gs, t

o sp

ecul

ate

wha

ta b

ook

mig

ht b

e ab

out;

T19

to m

ake

sim

ple

not

es fr

om n

on-fi

ctio

n te

xts,

e.g.

key

wor

ds

and

phr

ases

, pag

e re

fere

nces

, he

adin

gs, t

o us

e in

sub

seq

uent

writ

ing;

T21

to w

rite

non-

chro

nolo

gica

l rep

orts

bas

ed o

nst

ruct

ure

of k

now

n te

xts,

e.g

. The

re a

re tw

o so

rts

of

x ...

; The

y liv

e in

x ..

.; th

e A

's h

ave

x ...

; but

the

B's

...,

usin

g ap

pro

pria

te la

ngua

ge to

pre

sent

, seq

uenc

ean

dca

tego

rise

idea

s.

Sp

eaki

ng a

nd L

iste

ning

em

pha

ses

a.Fr

om s

kim

-rea

din

g tit

le, e

tc.,

spec

ulat

e w

hat

boo

km

ight

be

abou

t.

b.

Pos

e q

uest

ions

.

c.D

iscu

ss a

nd u

se a

pp

rop

riate

lang

uage

to p

rese

nt,

seq

uenc

e an

d c

ateg

oris

e id

eas.

Wo

rd le

vel o

bje

ctiv

es

P

iP S

tep

7

Pup

ils s

houl

d b

e ta

ught

:

W5

for g

uid

ed re

adin

g, to

read

on

sigh

t hig

h fr

eque

ncy

wor

ds

likel

yto

occu

r in

grad

ed te

xts

mat

ched

to th

e ab

ilitie

s of

read

ing

grou

ps;

W7

to s

pel

l wor

ds

with

com

mon

suf

fixes

, e.g

. -fu

l, -l

y;

W8

to s

pel

l com

mon

irre

gula

r wor

ds

from

Ap

pen

dix

Lis

t 1;

W9

new

wor

ds

from

read

ing

linke

d to

par

ticul

ar to

pic

s, to

bui

ldin

div

idua

l col

lect

ions

of p

erso

nal i

nter

est o

r sig

nific

ant w

ord

s;

W10

to u

se s

ynon

yms

and

oth

er a

ltern

ativ

e w

ord

s/p

hras

es th

atex

pre

ss s

ame

or s

imila

r mea

ning

s; to

col

lect

, dis

cuss

sim

ilarit

ies

and

shad

es o

f mea

ning

and

use

to e

xten

d a

nd e

nhan

ce w

ritin

g;

W11

to p

ract

ise

hand

writ

ing

in c

onju

nctio

n w

ith th

e p

honi

can

dsp

ellin

g p

atte

rns

abov

e;

W12

to u

se th

e fo

ur b

asic

han

dw

ritin

g jo

ins

from

pre

viou

s tw

ote

rms

with

con

fiden

ce, a

nd u

se th

ese

in in

dep

end

ent w

ritin

g:

d

iago

nal j

oins

to le

tter

s w

ithou

t asc

end

ers,

e.g

. ai,

ar, u

n;

ho

rizon

tal j

oins

to le

tter

s w

ithou

t asc

end

ers,

e.g

. ou,

vi,

wi;

d

iago

nal j

oins

to le

tter

s w

ith a

scen

der

s, e

.g. a

b, u

l, it;

ho

rizon

tal j

oins

to le

tter

s w

ith a

scen

der

s, e

.g. o

l, w

h, o

t.

Ad

diti

onal

text

and

sen

tenc

e le

vel o

bje

ctiv

es h

ave

bee

n in

clud

ed a

sre

visi

on, a

nd a

pp

ear i

n ita

lics

Text

(s):

Non

-chr

onol

ogic

al re

por

ts

Out

com

es:N

otes

; non

-chr

onol

ogic

alre

por

t

Sen

tenc

e le

vel o

bje

ctiv

es

Pup

ils s

houl

d b

e ta

ught

:

S1

to re

ad te

xt a

loud

with

into

natio

n an

dex

pre

ssio

n ap

pro

pria

te to

the

gram

mar

and

pun

ctua

tion;

S4

to u

se c

omm

as in

list

s (D

EW

U

nit G

);

S5

to w

rite

in c

lear

sen

tenc

es u

sing

cap

ital l

ette

rs a

nd fu

ll st

ops

accu

rate

ly(D

EW

Uni

t H);

S6

to tu

rn s

tate

men

ts in

to q

uest

ions

,le

arni

ng a

rang

e of

wh

wor

ds

typ

ical

lyus

ed to

op

en q

uest

ions

: wha

t, w

here

,w

hen,

who

and

to a

dd

que

stio

n m

arks

.


25


DfES 0493-2003


Summary of unit (15 days)Te

xt t

eachin

g s

equence

Spelli

ng t

eachin

g s

equence

Day

(s)

Text

, sen

tenc

e an

d S

&L

Ob

ject

ive

Act

ivit

yD

ay(s

)S

pel

ling

O

bje

ctiv

eA

ctiv

ity

12

Intr

oduc

tion

to re

adin

g T1

4, T

17, S

6,P

ose

que

stio

ns b

efor

e re

adin

g.

2 C

onve

ntio

n W

7 In

vest

igat

e sp

ellin

g of

wor

ds

S&

L a,

bP

iP s

tep

7w

ith c

omm

on s

uffix

es.

34

Rea

din

gT1

, T2,

T19

Rea

d re

por

ts fr

om o

ther

cur

ricul

um a

reas

3

Pra

ctis

eW

7, T

9P

ract

ise

spel

ling

wor

ds

W5

and

mak

e no

tes.

conv

entio

nP

iP s

tep

7w

ith s

uffix

es: -

ful,

-ly.

Use

ap

pro

pria

te in

tona

tion

and

exp

ress

ion

to c

larif

y m

eani

ng.

5A

naly

sis

of te

xtT1

4, T

17,

Iden

tify

and

exp

lain

feat

ures

of a

rep

ort.

4

Str

ateg

ies

for

W8

Iden

tify

the

tric

ky b

its in

W

5, S

&L

a, c

spel

ling

com

mon

PiP

ste

p 7

com

mon

irre

gula

r wor

ds.

irreg

ular

wor

ds

68

Intr

oduc

tion

to w

ritin

gT1

7R

esea

rch

a p

artic

ular

are

a us

ing

mor

e th

an o

ne

78

Pra

ctis

e us

ing

W7,

W8,

Pra

ctis

e w

ritin

g co

mm

on

sour

ce o

f inf

orm

atio

n.st

rate

gies

T9,

irreg

ular

wor

ds

and

wor

ds

PiP

ste

p 7

with

suf

fixes

.

T19,

T21

Writ

e no

tes

and

cat

egor

ise

info

rmat

ion

in

pre

par

atio

n fo

r writ

ing

own

rep

orts

.

S4

(DE

WU

se c

omm

as to

sep

arat

e ite

ms

in a

list

.U

nit G

)

W9,

W10

Inve

stig

ate

the

use

of s

ynon

yms

in c

onte

xt o

f are

ab

eing

rese

arch

ed.

913

Writ

ing

pro

cess

T21

Dem

onst

rate

how

to w

rite

a no

n-ch

rono

logi

cal r

epor

t.9

Str

ateg

ies

for

W9

Iden

tify

the

tric

ky b

its

spel

ling

cros

s-P

iP s

tep

7in

cro

ss-c

urric

ular

wor

ds

curr

icul

ar w

ord

sre

late

d to

sub

ject

of r

epor

ts.

T21,

S5

Writ

e in

dep

end

ently

bas

ed o

n ow

n no

tes

and

usi

ng12

Pra

ctis

e us

ing

W9,

T9,

Pra

ctis

e sp

ellin

gfe

atur

es o

f rep

ort t

ext.

stra

tegi

esP

iP s

tep

7cr

oss-

curr

icul

ar w

ord

s.

T21,

T9,

S4,

P

roof

read

and

revi

se.

13P

roof

read

ing

T9D

emon

stra

te h

ow to

S5,

S6

pro

ofre

ad a

nd a

pp

lyto

ind

epen

den

t writ

ing.

S5

(DE

W

Pra

ctis

e w

ritin

g in

com

ple

te s

ente

nces

whe

n U

nit H

)an

swer

ing

que

stio

ns.

14T2

1, S

5C

omp

ile b

ook

and

ad

d fu

rthe

r fea

ture

s of

rep

ort t

exts

. 14

Pra

ctis

e us

ing

W7,

W8,

W9

Do

spel

ling

dic

tatio

n to

st

rate

gies

T9p

ract

ise

usin

g al

l str

ateg

ies

to s

pel

l wor

ds

from

the

unit.

15R

evie

wT1

4, S

6,

Pos

e q

uest

ions

and

use

cla

ss fe

atur

es to

find

S

&L

ban

swer

s. R

evie

w le

arni

ng a

nd a

sses

s p

rogr

ess.


26


DfES 0493-2003


Unit plan: Year 2 Term 3 reportsC

ross

-curr

icula

r link

QC

A U

nit 2

A s

cien

ceH

ealth

and

gro

wth

Wh

ole

-cla

ss w

ork

Text

Ski

m-r

ead

title

s, e

tc.,

and

sp

ecul

ate

wha

tb

ooks

may

be

abou

t. T

17, S

&L

a

Text

Ses

sion

2 fr

om D

EW

. Pos

e q

uest

ions

abou

t bab

ies

and

tod

dle

rs to

be

follo

wed

up in

sci

ence

less

ons.

S6,

T14

, S&

L b

Sp

ellin

gP

ract

isin

g -f

ul, -

ly. W

7, T

9 &

PiP

Ste

p 7

Sp

ellin

gFi

ndin

g th

e tr

icky

bits

in c

omm

on ir

regu

lar

wor

ds.

W8

& P

iP S

tep

7

Text

Ana

lyse

a re

por

t. T

17, T

14, S

&L

a, c

Text

Rea

d in

form

atio

n ab

out b

abie

s an

dto

dd

lers

. Dem

o no

te ta

king

. T17

, T19

Sp

ellin

gP

ract

isin

g th

e tr

icky

bits

in c

omm

onirr

egul

ar w

ord

s. W

8, T

9, P

iP s

tep

7

Wh

ole

-cla

ss w

ork

Sen

ten

ceA

skin

g q

uest

ions

S

essi

on 1

from

DE

W U

nit 1

5.S

6, T

14, S

&L

b

Sp

ellin

gIn

vest

igat

ion

sp

ellin

g w

ith s

uffix

es -

ful,

-ly.

W

7 &

PiP

ste

p 7

Text

Rea

d n

on-fi

ctio

n te

xts

on s

ubje

cts

rela

ted

toot

her c

urric

ulum

are

as. M

ake

note

s. T

1, T

2, T

19

Text

/sen

ten

ceR

ead

rep

ort t

exts

d

emon

stra

te re

adin

gst

rate

gies

. T1,

T2,

S1

Text

o

ral l

ang

uag

e w

ork

Iden

tify

rep

ort f

eatu

res

and

exp

lain

pur

pos

e.T

17,S

&L

c

Sen

ten

ceFr

om D

EW

Uni

t G. R

evie

w n

ouns

, pla

y lis

ting

gam

e, d

emo

use

of c

omm

as in

list

s. S

4

Text

Writ

e ca

ptio

ns fo

r pic

ture

s of

bab

y eq

uip

men

t;ex

plo

re s

ynon

yms.

T19

, W9,

W10

Ind

epen

den

t wo

rk

Sen

ten

ceA

skin

g q

uest

ions

S

essi

on 1

from

DE

W U

nit 1

5.S

6, T

14, S

&L

b

Sp

ellin

gIn

vest

igat

ion

sp

ellin

g w

ith s

uffix

es -

ful,

-ly.

W

7

Text

Rea

d n

on-fi

ctio

n te

xts

on s

ubje

cts

rela

ted

toot

her c

urric

ulum

are

as. M

ake

note

s. T

1, T

2, T

19

Text

/sen

ten

ceP

ract

ise

read

ing

rep

ort t

exts

. T1,

T2,

S1,

W5

Text

Rea

d a

rep

ort i

n p

airs

, not

e fe

atur

es, c

omp

ose

que

stio

n. T

1, T

2, T

17, W

5

Sen

ten

ceFr

om U

nit G

. Col

lect

and

Cla

ssify

gam

es 1

or 2

.S

4

Text

Rea

d in

form

atio

n, re

sear

ch a

par

ticul

ar a

rea

and

mak

e no

tes

in p

rep

arat

ion

for w

ritin

g. T

19

Gu

ided

wo

rkP

len

ary

wo

rk

Sen

ten

ceA

skin

g q

uest

ions

S

essi

on 1

from

DE

W U

nit 1

5. S

6, T

14,

S&

L b

Sp

ellin

gIn

vest

igat

ion

sp

ellin

g w

ithsu

ffixe

s -f

ul, -

ly.W

7

Text

Ass

ess

note

taki

ng; u

se n

otes

toco

mp

ose

sent

ence

s or

ally

.T

1,T

2, T

19, S

&L

c

Text

/sen

ten

ceE

valu

ate

read

ing

alou

d a

ndco

mp

rehe

nsio

n of

rep

orts

.T

19,S

1

Text

Eva

luat

e un

der

stan

din

g of

rep

ort

feat

ures

by

pos

ing

que

stio

ns.

T14

, T17

Sen

ten

ceFr

om D

EW

Uni

t G. U

se c

hild

ren

sfe

edb

ack

to w

rite

prin

cip

les

for

usin

g co

mm

as in

list

s. S

4

Text

Rev

iew

not

e m

akin

g. Id

entif

yfu

rthe

r sou

rces

of i

nfor

mat

ion

forr

esea

rch.

T19

Day 1 2 3 4 5 6 7

Outc

om

es

Not

es; n

on-

chro

nolo

gica

l rep

ort

Text

s

Non

-chr

onol

ogic

alre

por

ts

Speakin

g a

nd L

iste

nin

g e

mphase

s

a.Fr

om s

kim

-rea

din

g tit

le, e

tc.,

spec

ulat

e w

hat b

ook

mig

ht b

e ab

out.

b.

Pos

e q

uest

ions

.

c.D

iscu

ss a

nd u

se a

pp

rop

riate

lang

uage

to p

rese

nt, s

eque

nce

and

ca

tego

rise

idea

s.


27


DfES 0493-2003


Who

le-c

lass

wo

rk

Sp

ellin

gP

ract

isin

g th

e tr

icky

bits

in c

omm

onirr

egul

ar w

ord

s (W

7)an

d w

ord

s w

ithsu

ffixe

s. W

8 &

PiP

Ste

p 7

Text

Bas

ed o

n S

essi

on 4

DE

WU

nit 1

5.D

emon

stra

te h

ow to

use

not

es to

writ

ea

rep

ort.

T21

, S5,

W10

Text

Ad

apte

d fr

om S

essi

on 4

DE

W U

nit 1

5.C

omp

lete

dem

o re

por

t; te

ache

r scr

ibin

gan

d s

upp

orte

d c

omp

ositi

on.

T21

, S5,

W10

Sp

ellin

gP

ract

isin

g th

e tr

icky

bits

in c

ross

-cu

rric

ular

wor

ds

on b

abie

s an

d to

dd

lers

.W

9, T

9 &

PiP

Ste

p 7

Text

Dem

onst

rate

how

to re

vise

rep

ort,

ad

din

gd

etai

l, us

ing

sent

ence

s. T

21, S

5

Sp

ellin

gP

ract

isin

g w

ord

s fr

om u

nit t

hrou

ghsp

ellin

g d

icta

tion.

W7,

W8,

W9,

T9

Text

Pos

e q

uest

ions

and

use

cla

ss b

ook

tofin

d a

nsw

ers.

T14

, S6,

S&

Lb

Who

le-c

lass

wo

rk

Text

Ad

apte

d fr

om S

essi

on 3

DE

W U

nit 1

5.C

ateg

oris

e in

form

atio

n an

d e

xplo

re fo

rmat

ofre

por

t tex

ts. T

21, S

&L

c

Sp

ellin

gFi

ndin

g th

e tr

icky

bits

in c

ross

-cur

ricul

ar w

ord

son

bab

ies

and

tod

dle

rs. W

9 &

PiP

ste

p 7

Sen

tenc

eB

ased

on

DE

W U

nit H

. Sen

tenc

e ga

me

d

emo-

writ

ten

answ

ers

to q

uest

ions

. S5

Text

Dem

onst

rate

how

to re

vise

rep

ort,

ad

din

gla

bel

led

dia

gram

, etc

. T21

Sp

ellin

gM

odel

pro

ofre

adin

g. T

9

Text

o

ral l

ang

uag

e w

ork

Com

pili

ng c

lass

boo

k an

d d

evis

ing

cont

ents

pag

e. T

21.

Rev

iew

ing

lear

ning

Pre

par

e fo

r chi

ldre

ns

self-

eval

uatio

n; re

view

wor

k co

vere

d a

nd id

entif

y le

arni

ng.

Ind

epen

den

t wo

rk

Text

Furt

her r

esea

rch

and

not

e ta

king

on

par

ticul

arar

ea in

pre

par

atio

n fo

r writ

ing.

T19

Sp

ellin

gFi

ndin

g th

e tr

icky

bits

in c

ross

-cur

ricul

ar w

ord

son

bab

ies

and

tod

dle

rs.W

9 &

PiP

ste

p 7

Sen

tenc

eB

ased

on

DE

W U

nit H

. Ans

wer

ing

que

stio

nsin

com

ple

te s

ente

nces

. S5

Text

and

sen

tenc

eIn

dep

end

ent w

ritin

g of

ow

n re

por

ts. T

21, S

4, S

5

Text

Com

ple

te a

nd re

vise

ow

n re

por

ts. T

21

Text

and

sp

ellin

gR

evis

ing,

pro

ofre

adin

g an

d c

orre

ctin

gow

nre

por

ts. T

21, S

5, T

9

Text

Writ

e d

efini

tions

of t

echn

ical

voc

ab fo

r glo

ssar

y.T

21, S

5

Sel

f-ev

alua

tio

nA

sses

s ow

n le

arni

ng a

nd fi

nd e

vid

ence

in

ow

n w

ork.

Gui

ded

wo

rkP

lena

ry w

ork

Text

Dis

cuss

form

at fo

r rep

orts

;ev

alua

te n

ote

taki

ng. T

19, T

21

Sp

ellin

gFi

ndin

g th

e tr

icky

bits

in c

ross

-cu

rric

ular

wor

ds

on b

abie

s an

dto

dd

lers

. W9

& P

iP s

tep

7

Sen

tenc

eA

sses

s ab

ility

to a

nsw

erq

uest

ions

in s

ente

nces

. S5

Text

Rev

iew

writ

ing

so fa

r in

rela

tion

to n

otes

. T21

Text

Iden

tify

tech

nica

l lan

guag

efo

rglo

ssar

y. T

21, W

9

Text

and

sp

ellin

gR

eflec

t on

revi

sion

s, a

sses

sch

ange

s m

ade.

T21

, T9,

S5

Text

Com

pile

glo

ssar

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Unit plan: Year 2 Term 3 reports (continued)


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Year 3 Term 1 Unit: Reports


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IntroductionIn this unit of work, the children will learn to use contents and index pages and to extract information

about Teeth and eating from different types of non-fiction texts, including ICT texts. After analysing a

non-chronological report, they will write a report on the subject of Teeth and eating (paying particular

attention to the use of commas in lists and the correct spelling of content words and those with prefixes

and long vowels).

This unit has been linked specifically to the QCA Science scheme of work, Unit 3A, Teeth and eating. It

is anticipated that in the unit of work for science, children will have investigated the components of a

varied diet and learned that all animals, including humans, require different diets, before moving on to

learn about teeth. This literacy unit Reports is designed to run in parallel with the later part of the

science unit on teeth. In their science lessons, children will be making observations and comparisons

of different teeth and recognising the importance of dental care. In the literacy hour, children will be

learning about the presentation of various non-fiction texts and how to read and write non-

chronological reports. Some of the texts will present information on teeth. In the first week, in both

science and literacy, children will be gathering information about teeth, as a class and independently.

All this information will be needed to write a non-chronological report about teeth in week 2.

For those schools which do not cover this science subject matter during Year 3 Term 1, any other

content material which uses information texts and requires the writing of a non-chronological report

would be suitable, e.g. History Unit 8 or 6B and Geography Unit 16.

Unit plan

The plan of the unit (page 33) is based on a teaching sequence which starts by exploring the reading

objectives and moves into writing (see page 14 for an explanation of the teaching sequence). An

additional teaching sequence for spelling plots a route from learning and practising the conventions of

spelling through learning how to use strategies for spelling in the context of the cross-curricular words

for Teeth and eating and concludes with learning to proofread. How the two teaching sequences map

onto the objectives is shown on page 32. Some sentence and word level objectives are integrated into

the shared text work; others are taught discretely. Speaking and listening are essential components of

all teaching and learning but are given a particular focus in some elements of the plan.

Resource sheets

These include some materials on the subject of teeth and eating and reports for analysis and

year 2 and year 3 planning exemplification and spelling ...dera.ioe.ac.uk/4830/1/cyr2and...

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