Literacy Medium Term
Planning
Year 2
Adapted plans for Autumn
Compiled by The Literacy Team 2005
CONTENTS
1. Overview of guidance using the NLS Medium
Term Plans
2. Weekly Planning Checklist
3. Suggested use of ICT – overview document
4. Suggested ICT websites
5. Spelling Overview for Y2/Pip’s Overview
6. Medium Term plan – autumn term
Guidance on using the NLS Medium Term Plans
This set of plans is a revised version of the pilot plans and should replace previous plans sent to schools.
Substantial changes have been made to the word level work at KS1 and KS2 and the new speaking and listening objectives have been included.
Links to Foundation subjects have also been written on to the plans, as have the exemplified units of work produced by the DfES.
These plans are exemplar plans only and demonstrate one possible way of grouping and linking objectives from the NLS framework.
The units can be completed in any order and should be adapted to meet the needs of each class and to address the whole school focus. It is
suggested that teachers select one reading, one writing, one sentence and one word objective for each week.
KS1 teachers should follow the word overview document and make connections to PiPs or the Y2/3 Spelling Programme.
KS2 teachers should select a word objective from the overview sheet and teach one per week.
Teachers should select the most appropriate speaking and listening objective, however they should endeavour to cover the 4 focus objectives
each term.
Teachers may decide:
To spend longer or shorten the blocks of time on each unit
Repeat or move objectives
We recommend that you:
Tick and date the objectives you have covered
Highlight the key objectives that are a priority for your class to achieve – this will include your whole school focus
Ensure that each unit has 50% share of time allocated to reading and writing
Key Stage 1 and 2 planning
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 the types of texts to be studied and pupil outcomes for each unit of work;
indicates the speaking and listening objective focuses for each term;
orders the units in the term‟s timetable to make explicit links to related work in other curriculum areas – these have been
highlighted in red;
It is assumed that 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
The range of texts has been added as have suitable outcomes 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 – a piece of writing, a discussion,
presentation, debate, reading journal entry. NB These are related to, but distinct from “learning outcomes” which are linked
to the teaching objectives and also to specific curriculum focuses for the class, group or individual.
In Key Stage1, the “phonological awareness, phonics and spelling objectives have been replaced by Progression in Phonics. The
Literacy Team at The Learning Trust has written a “Step by Step” programme that will ensure strategic coverage of the necessary
objectives. Please note that references to the teaching of high frequency words stills remains a priority.
The remaining word level objectives have been written as a yearly overview. They are grouped as: spelling conventions, spelling
strategies, vocabulary and handwriting. Teachers are to select one per week.
In Key Stage 2, the word level objectives are grouped as year overview documents. These are located at the beginning of each
term medium term plan. They are grouped as follows: phonics, spelling conventions, spelling strategies, vocabulary and
handwriting. Teachers are expected to select one objective each week.
The speaking and listening objectives have also been included. Teachers are to select an appropriate objective for the unit of
work. Each term has a particular focus which is a progression from the previous year.
3. In these medium term plans the units are generally set out in the order in which the main text objectives are listed in the NLS Framework.
These units are not placed in a recommended running order, although 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
another subject is the basis of the writing in the English lesson.
Reading a class novel could begin during a poetry unit or a 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 units to other events: Write here Write now, Transition etc.
WEEKLY PLANNING CHECKLIST
There is a clear learning (writing) outcome for the week
There are a manageable number of objectives, clearly stated
The class target is explicit, and learning opportunities have been planned to match it
The text(s) chosen are relevant, interesting and good examples of the genre
Children have the opportunity to read the type of text they will be asked to write
The independent activities are linked to the whole class teaching done immediately before them.
Any writing the children are asked to do is clearly modelled in the shared writing session
There is the opportunity to apply word and sentence level work in a meaningful writing context.
Reception and Year 1 children have planned daily phonics at their level (and phonics is planned for in Y2 and 3
where appropriate)
There are planned opportunities for interactive learning during the whole class teaching time
There are opportunities for children to develop their speaking and listening skills (not simply answering questions)
The plenary consolidates the learning of the lesson-not simply a „show and tell‟ session
The plenary has key question planned
All children can access the independent work at their level, and the task is differentiated / supported / extended as
necessary
Children with EAL / SEN are supported throughout the lesson
The role of the TA is clearly planned for throughout the lessons
Suggested use of ICT – overview document
Suggested websites (please refer to website list) Generic uses of ICT for whole-class teaching using the interactive
whiteboard
Key sites/starting points for website use
www.lgfl.net – links to all relevant web-sites connected to NC objectives Use of images from internet i.e. www.google.com (images), screen capture images into
Active Primary flipchart, AP image bank, images from digital cameras etc to provide
www.thegrid.org.uk – Hertfordshire grid links to relevant websites stimulus for learning
Use of sound and video clips as stimulus for learning i.e. news clips from www.bbc.co.uk,
www.google.com (search engine – good for finding images, text, stories) movie clips from internet sites or DVD.
Use of word-processing for planning (see planning grids in AP) modelled, shared,
www.yahooligans.com (search engine designed for children)
demonstration writing i.e. in Word, Easiteach, Active Primary etc.
Use of internet to locate wider range of texts which can be copied and pasted into software
www.bbc.co.uk (go to the schools link) – general curriculum resources
Activ Primary Literacy saved flipcharts to support word and sentence level work, with link
to Grammar for Writing
www.primaryresources.co.uk – general curriculum resources
Use of handwriting grid in AP for whole-class teacher input in handwriting sessions
www.ipl.org/div/books - internet public library – a range of curriculum resources Use of scanned texts (including children‟s work) inserted into software
Additional materials/ideas suggested by teachers (please Use of ICT for independent work in class (lap-tops and classroom PCs) and
annotate) ICT suite (suggested once per week session in suite)
Drafting and redrafting of writing using word processor (not typing up work already written)
Presentation of work using multimedia software
Reading and annotation of texts
Researching topics via the internet
QCA ICT links to Literacy – (children could be using skills and understandings learnt in ICT
lessons to support their work in Literacy)
.
(KS1)
Using a Word Bank (IB), Labelling and Classifying (ID), Information around us (1C), Writing Stories
(2A), Finding Information (2C)
(KS2)
Combining text and graphics (3A), e-mail (3E), Writing for different audiences (4A), Multimedia
presentations (6A), Using the Internet (6D)
Suggested ICT websites:
Teachers will need to decide how worthwhile the suggested sites are and if they will enhance learning and
teaching.
Literacy
ABC News 4 Kids
http://abcnews.go.com/abcnews4kids/kids/index.html
A news site from US broadcasters ABC that years 7 and 8 can use to study the media. The site presents American and international news in
full colour with plenty of animation to keep children interested.
Andersen Fairy Tale
http://www.andersenfairytales.com/en/main
Watch and listen to a Hans Christian Andersen fairy tale. The text appears along with graphics so children can read along with the story.
English, French, Italian and Russian versions of the story can be viewed.
BookWorm - Great Books for Kids
http://www.bonus.com/bonus/card/kidreads.html
A child-friendly book review area where key stage 2 and 3 pupils can browse through book reviews and summaries. Why not join book
clubs and read interviews with your favourite authors?
Brain Boosters
http://school.discovery.com/brainboosters/
Try the word and letter play section for quick brain-teaser style literacy problems suitable for upper key stage 2 children. Some problems
include the answer.
Bunyips
http://www.nla.gov.au/exhibitions/bunyips/html-site/abor-stories/index-abor.html
Five aboriginal stories are told here - based around the legendary Aboriginal character of the Bunyip. Each could be printed out on one
page of A4 for parents to read with their children.
Charles Dickens Gad's Hill Place
http://www.perryweb.com/Dickens/
Lots of information about Charles Dickens. Older key stage 2 pupils can find out about the man and his novels along with snippets of
Dickensian information.
Coconia by Chris Covins
http://www.coconia.co.uk/
A children's fantasy story that you download into PDF format and print out for free. It tells the story of the peaceful tribes of Coconia, who
are attacked and forced to draw upon their strength and ingenuity to survive.
Do the Right Thing
http://www.gridclub.com/have_a_go/english/right_thing/index.shtml
What’s a simile, metaphor or cliché? This brightly animated site tests knowledge of sayings at three levels of difficulty. Create your own
catchphrase fridge magnet. A fun way to improve children’s knowledge of English.
English Online
http://english.unitecnology.ac.nz/writers/home.html
Oodles of great ideas for writing stories. Young writers can start their own or contribute to an ongoing tale. Students up to the age of 17
can submit poetry too. Let your imagination run wild.
Fake Out!
http://www.eduplace.com/fakeout/
What on earth does that word mean? If you think you've got what it takes then try this fun key stage 2 or 3 activity and test your
knowledge of vocabulary. Suggest outlandish definitions for next week's word.
Fun School
http://www.funschool.com/php/games/games.php?section=
Discover a wealth of educational and fun games for children of all ages to play online. Some English related games are 'Gator's Smash
'Em', 'Begins With' and 'Anagram Sleuth'.
Giggle Poetry
http://www.meadowbrookpress.com/Poetry/
This comical collection of poetry for kids covers numerous topics including a section devoted to school. Children can review some brand
new poems. Fun for key stage 2 English students.
Guide to Grammar and Writing
http://webster.commnet.edu/grammar/index.htm
Mystified by sentence fragments? Stunned by plurals and possessives? Students will benefit from a comprehensive and authoritative list of
definitions of the workings of English grammar.
Homework High
http://www.homeworkhigh.co.uk
Aagh! You're stuck with your homework - where can you turn to? You can email a teacher at this Channel 4 site, or browse the problems
that other students your age have come across. You're not alone!
Internet Anagram Server
http://www.wordsmith.org/anagram/index.html
Enjoy playing with words at this fun anagram site. Did you know that parliament is an anagram of partial men? Find anagrams for your
name or favourite phrase.
Kid Crosswords and Other Puzzles
http://www.kidcrosswords.com/
Solve crosswords and learn new words with these fun quizzes for key stage 2 pupils. Either print them out or play online. If you like Roald
Dahl, you'll love the 'Charlie and the Chocolate Factory' crossword.
KidsBookshelf
http://www.kidsbookshelf.com/
KidsBookshelf aims to encourage children of all ages to read more widely. There are suggested books for holiday reading, guidelines for
parents and teachers and fun activities such as poetry, story writing and drawing contests.
Ladybird
www.ladybird.co.uk
This colourful site offers stories, games and activities to be enjoyed by children with their parents or teachers. Notes are provided for both
parents and teachers on how to use the site. The pages are printable.
Maritime Museum Games and Quizzes
http://www.nmm.ac.uk/server.php?navId
Do you have good sea legs or are you a land-lubber? Try the explorers wordsearch to find nautical words. Other activities include matching
up the names of famous pirates.
Mighty Book
http://www.mightybook.com/
Children will love practising their reading and listening skills here. The entertaining ‘TV style’ animated stories are read aloud, with words
highlighted on screen. Go to the interactive library and select your age group to find books at the relevant level.
Mrs Mad
http://www.mrsmad.com/
There are plenty of good book ideas here for those stuck for ideas. Search by age or interest - from adventure to science fiction. The book
reviews are written by children, and there’s a ‘Top 50’.
Native American Bedtime-Story Collection
http://www.bedtime-story.com/bedtime-story/indians.htm
Parents and their key stage 1 children will enjoy reading these original tales together. Collated from a variety of tribes the stories are
inspired by Native American folklore. Each simple story also has a brief explanation, duration and age range.
Ogden Nash
http://www.westegg.com/nash/
A collection of Ogden Nash's amusing poetry for key stage 2 children. The poems range from 'Further Reflections on Parsley' to 'The Tale of
Custard the Dragon'. Many of the poems have an animal theme.
Oxford Primary Funzone
http://www.oup.co.uk/oxed/primary/funzone/funzone.html/
Chip the astronaut is the guide in this fun zone for years 1 and 2. There is an alphabetical dot-to-dot and dictionary colouring book for
reading skills, a simple database and a money game.
Puffin House
http://www.puffin.co.uk/
Navigate around this colourful house to find book reviews, jokes, games, puzzles and biographies, including tips on writing from children's
authors. With stimulating activity sheets, poems to finish and a teacher's section, this offers fun suggestions for primary pupils.
Puzzlemaker
http://www.puzzlemaker.com/
Build your own word or number puzzles here. Pupils can download the puzzles and work on them from the screen or on paper. Why not
prepare a puzzle for your parents or friends?
Reading Matters
http://www.readingmatters.co.uk/
Written by a parent, this is an accessible way for students in key stages 2 to 4 to find fiction books to read. Users can find a book tailored
to their tastes with the 'Bookchooser'.
Roget's Thesaurus
http://thesaurus.reference.com/
Words are our precision tools and this site enables you to find just the right one. As well as being a good reference site, it is quite fun to
browse through and discover words you never knew existed.
Santa's Secret Village
http://www.northpole.com/Village.html
Why not practice your writing and email your present wish list to Santa this year? Fun for key stage 1 students who can also read books
here about the goings on in Santa's village.
Seussville
http://www.seussville.com/seussville/
Green eggs and ham, anyone? This fun site contains games and competition trivia based on the familiar characters from Dr Seuss books. It
is a useful literacy resource for developing phonics and rhyming cues with key stage 1 children.
Shakespeare
http://www.lynchmultimedia.com/shakespeare.html
Simplified prose versions of six of Shakespeare's plays - great for introducing children to his work. There are RealAudio additions to add to
the experience as well as a separate classroom version to facilitate group reading.
Stories from the Web
http://www.storiesfromtheweb.org/sfwhomepage.htm
Do you like reading books and writing stories? This bright, clear website for key stage 2 students has author interviews, stories and book
reviews. Readers are encouraged to submit their literary opinions.
Story Starts
http://www.sutton.lincs.sch.uk/pages/zone/story/start.html
Stuck for a story start? Find lots of ideas on this school site. The suggestions, which use drop-down menus, are aimed at key stages 1 and
2. Choose from an adventure, animal or many other sorts of stories.
StoryPlus
http://www.storyplus.com/Default.asp
Parents can download five free stories to read with their children. The stories have pictures and are printable - good for bedtime stories.
Teach Me ABCs
http://www.funschool.com/php/games/gameguide.php?section=
Select 'Begins with' for a visually appealing interactive vocabulary game for young children, with brightly coloured pictures to illustrate each
letter. Find the items in the picture which begin with different named letters.
The Child Literacy Centre
http://www.childliteracy.com/index.html
Reading aloud, reading with children and learning letter sounds - they all help children learn to read. Of special value to parents of key
stage 1 children, this site explains how to encourage children's English skills.
The Grammar Gorillas
http://www.funbrain.com/grammar/index.html
Correctly spot the verb, noun or adjective and the grammar gorilla wins a banana. This site for key stage 1 students is a game that tests
knowledge of grammar terms and improves overall literacy. Beginners and advanced stages available.
The Word Pool
http://www.wordpool.co.uk/
This children's book site provides book reviews, author profiles, reviews of numeracy resources, ideas for reluctant readers and information
on writing for children. A good source of literacy information for parents.
Theodore the Tugboat Online Activity Centre
http://www.theodoretugboat.com/lowspeed/read/index.html
This site offers large-text, well-illustrated interactive stories, which parents can read with their key stage 1 children. The user can alter the
story by choosing an alternative at the end of each page.
Treasure Island - Quiz
http://www.ukoln.ac.uk/services/treasure/projects/quiz.htm
Based on Stevenson's 'Treasure Island', this site tests comprehension with a multiple-choice quiz about the novel and general questions
about pirates. Children are given a 'Pirate' rating based on scores.
What If You Had 60 Seconds to Tell a Story?
http://www.gridclub.com/have_a_go/what_if/tell_story/index.html
Movie writers pitch their stories using short versions. Watch the short cartoon then try it yourself at this fun site that teaches how to
construct a story.
Young Writer
http://www.mystworld.com/youngwriter/authors/authors.html
Ever wonder what makes writers tick? Here young interviewers get the chance to interview a famous author - writers such as Philip
Pullman, Allan Ahlberg and Grace Nichols reveal their secrets.
Zelo Nursery Rhymes
http://www.zelo.com/family/nursery/index.html
Bright, bold colours will endear this collection of nursery rhymes and children's song lyrics to reception and key stage 1 pupils. Parents can
read them with their children. The site is American.
An overview of the word level objectives in Year 2
Phonics Spelling conventions Spelling strategies Vocabulary and handwriting
To read and Spell words To identify and classify words To read and spell high To build individual collections of
containing the long vowels (step with the same sound but frequency words (regular and words
6 and 7 Progression in Phonics) different spellings irregular spellings)
this covers the first 3 (homophones). To collect and discuss antonyms
objectives in term 1, 2 and 3) To split compound words into
To investigate words with the their component parts To use synonyms and other
Long a, e, i, o, u same spelling but different alternative words
oo/ as in look /ar/ /ur/ /or/ sounds (homographs). To discriminate syllables
/oi/ /au/ (caught/ ball) /er/ at To practise handwriting in
the end of words /ow/ /air/ To use word endings ‘s’ ‘ed’ and conjunction with spelling and
/ear/ ‘ing’ phonic patterns
To spell words with common To practise handwriting
prefixes, e.g. ‘un’ ‘dis’ patterns from Y1
To spell words with common To use and practise the four
suffixes, e.g. ‘ful’ ‘ly’ basic handwriting joins: diagonal
joins with and without
ascenders; horizontal joins with
and without ascenders
This overview of word level work can be used for medium term planning. You can highlight and date the objectives covered.
Year 2 medium-term plans
Year 2 Term Autumn
Unit Text Sentence Word Wk Text(s) Suggested outcome(s) Cross-curricular links
(where appropriate)
1
2
3
4
5
6
Notes:
Year 2 Term 1
These units can be taught in any order, except where there are two parts (e.g. Narrative 1 and 2) in which case part 1 should precede part 2.
Reordering the units may necessitate reallocating some word and sentence level objectives to different units.
Word level objectives: Progression in phonics (PiP) step 7 replaces word level objectives 1-3. The remaining phonics objectives are grouped with bullet (i) under „word
recognition, graphic knowledge and spelling‟. Bullets (ii) and (iii) refer to „vocabulary extension‟ and „handwriting‟ respectively.
Unit Text Sentence Word Wk Text(s) Suggested outcome(s)
Narrative 1 1, 2, 3, 4, 6, 9, 11 1, 2, 3, 4, PiP step 7 2 Stories with familiar settings Oral and written retelling
DEW p.132-133 i) 4, 5, 7 (ing), 8, 9
ii) 10
iii) 11
Poetry 1, 2, 7, 8, 9, 12 1, 3, 4, 5, PiP step 7 2 A variety of poems with familiar Class anthology
DEW p.134-135 i) 6, 7 (ed), 9 settings Presentation of a favourite poem
ii) 10 Poetic lines, patterns, idea
iii) 12 combinations
Poems
Non-fiction 1: 1, 2, 9, 13, 14, 15, 16, 1, 2, 4, 5 PiP step 7 2 Instructions Simple instructions
Instructions 18 i) 6, 7 (ed), 9
ii) 10
iii) 11
Narrative 2 1, 2, 4, 5, 9, 10, 11 1, 2, 3, 4, 5, DEW PiP step 7 3 Stories Story
including DEW Unit 10 „At p.132-133 i) 6, 7 (s), 9
the Seaside‟ ii) 10
iii) 12
Non-fiction 2: 1, 2, 9, 13, 14, 15, 16, 1, 4, 5, 6, PiP step 7 2/3 Instructions Instructions containing diagrams
Instructions 17, 18 DEW p.136-137 i) 4, 5, 7 (s), 8, 9
including DEW Unit 11 ii) 10
„Planting Beans‟ iii) 12
Text(s) Suggested outcome(s)
Narrative 1
Stories with familiar settings Oral and written retelling
Duration: 2 weeks Year 2 Autumn Term
Text level objectives Sentence level objectives Word level objectives
Pupils should be taught: Pupils should be taught:
T1 to reinforce and apply their word-level skills through S1 to use awareness of grammar to decipher new or Please refer to planning overview sheet – select
shared and guided reading; R unfamiliar words, e.g. to predict from the text, to read one objective per week to ensure coverage
T2 to use phonological, contextual, grammatical and on, leave a gap and re-read; throughout the term.
graphic knowledge to work out, predict and check S2 to find examples, in fiction and non-fiction, of words
the meanings of unfamiliar words and to make and phrases that link sentences, e.g. after,
sense of what they read; R meanwhile, during, before, then, next, after a while;
T3 to be aware of the difference between spoken and S3 to recognise and take account of commas and
written language through comparing oral recounts exclamation marks in reading aloud with appropriate
with text; make use of formal story elements in re- expression;
telling; R Listening and speaking objectives: for the Autumn Term
S4 to re-read own writing for sense and punctuation.
T4 to understand time and sequential relationships in To speak with clarity and use intonation when reading
Developing early writing Unit A p.132-133 and reciting texts
stories, i.e. what happened when; R
To listen to others in class, ask relevant questions and
T6 to discuss familiar story themes and link to own follow instructions
experiences, e.g. illness, getting lost, going away;
To listen to each other‟s view and preferences, agree
R
the next steps to take and identify contributions by each
T9 through shared and guided writing to apply group member
phonological, graphic knowledge and sight
To adopt appropriate roles in small or large groups and
vocabulary to spell words accurately; W consider alternative courses of action
T11 to use language of time (see sentence
level work) to structure a sequence of
events, e.g. 'when I had finished ...',
'suddenly ...','after that ...'. W
Text(s) Suggested outcome(s)
Poetry
A variety of poems with familiar Class anthology
Duration: 2 weeks Year 2 Autumn Term settings Presentation of favourite poem
Poetic lines, patterns, idea combinations
Poems
Text level objectives Sentence level objectives Word level objectives
Pupils should be taught: Pupils should be taught:
T1 to reinforce and apply their word-level skills through S1 to use awareness of grammar to Please refer to planning overview sheet – select one objective
shared and guided reading; R decipher new or unfamiliar words, e.g. per week to ensure coverage throughout the term.
T2 to use phonological, contextual, grammatical and to predict from the text, to read on,
graphic knowledge to work out, predict and check leave a gap and re-read;
the meanings of unfamiliar words and to make S3 to recognise and take account of
sense of what they read; R commas and exclamation marks in
T7 to learn, re-read and recite favourite poems, taking reading aloud with appropriate Listening and speaking objectives: for the Autumn Term
account of punctuation; to comment on aspects expression;
To speak with clarity and use intonation when reading and reciting texts
such as word combinations, sound patterns (such S4 to re-read own writing for sense and
To listen to others in class, ask relevant questions and follow instructions
as rhymes, rhythms, alliterative patterns alternative) punctuation;
and forms of presentation; R To listen to each other‟s view and preferences, agree the next steps to
S5 to revise knowledge about other uses take and identify contributions by each group member
T8 to collect and categorise poems to build class of capitalisation, e.g. for names,
anthologies; R headings, titles, emphasis, and begin To adopt appropriate roles in small or large groups and consider
alternative courses of action
T9 through shared and guided writing to apply to use in own writing.
phonological, graphic knowledge and sight Developing early writing Unit B p.134-
vocabulary to spell words accurately; W 135
T12 to use simple poetry structures and to substitute
own ideas, write new lines. W
Text(s) Suggested outcome(s)
Non-fiction 1: Instructions
Instructions Simple instructions
Duration: 2 weeks Year 2 Autumn Term
Text level objectives Sentence level objectives Word level objectives
Pupils should be taught: Pupils should be taught:
T1 to reinforce and apply their word-level skills through shared S1 to use awareness of grammar to decipher new or Please refer to planning overview
and guided reading; R unfamiliar words, e.g. to predict from the text, to read sheet – select one objective per week
T2 to use phonological, contextual, grammatical and graphic on, leave a gap and re-read; to ensure coverage throughout the
knowledge to work out, predict and check the meanings of S2 to find examples, in fiction and non-fiction, of words and term.
unfamiliar words and to make sense of what they read; R phrases that link sentences, e.g. after, meanwhile,
T9 through shared and guided writing to apply phonological, during, before, then, next, after a while;
graphic knowledge and sight vocabulary to spell words S4 to re-read own writing for sense and punctuation;
accurately; W S5 to revise knowledge about other uses of capitalisation,
T13 to read simple written instructions in the classroom, simple e.g. for names, headings, titles, emphasis, and begin to Listening and speaking objectives: for the
recipes, plans, instructions for constructing something; R use in own writing. Autumn Term
T14 to note key structural features, e.g. clear statement of To speak with clarity and use intonation
purpose at start, sequential steps set out in a list, direct when reading and reciting texts
language; R To listen to others in class, ask relevant
questions and follow instructions
T15 to write simple instructions, e.g. getting to school, playing a
game; W To listen to each other‟s view and
preferences, agree the next steps to take
T16 to use models from reading to organise instructions and identify contributions by each group
sequentially, e.g. listing points in order, each point depending member
Links to Foundation Subjects:
on the previous one, numbering; W
Design and Technology – Unit 2B Puppets To adopt appropriate roles in small or large
T18 to use appropriate register in writing instructions, i.e. groups and consider alternative courses of
direct, impersonal, building on texts read. W action
Text(s) Suggested outcome(s)
Narrative 2
Stories Story
Including Developing early writing Unit 10 „At the
Seaside‟
Duration: 3 weeks Year 2 Autumn Term
Text level objectives Sentence level objectives Word level objectives
Pupils should be taught: Pupils should be taught:
T1 to reinforce and apply their word-level skills through S1 to use awareness of grammar to decipher new or Please refer to planning overview sheet –
shared and guided reading; R unfamiliar words, e.g. to predict from the text, to read on, select one objective per week to ensure
T2 to use phonological, contextual, grammatical and leave a gap and re-read; coverage throughout the term.
graphic knowledge to work out, predict and check S2 to find examples, in fiction and non-fiction, of words and
the meanings of unfamiliar words and to make phrases that link sentences, e.g. after, meanwhile, during,
sense of what they read; R before, then, next, after a while; Listening and speaking objectives: for the Autumn
Term
T4 to understand time and sequential relationships in S3 to recognise and take account of commas and exclamation
To speak with clarity and use intonation when
stories, i.e. what happened when; R marks in reading aloud with appropriate expression;
reading and reciting texts
T5 to identify and discuss reasons for events in stories, S4 to re-read own writing for sense and punctuation; To listen to others in class, ask relevant questions
linked to plot; R S5 to revise knowledge about other uses of capitalisation, e.g. and follow instructions
T9 through shared and guided writing to apply for names, headings, titles, emphasis, and begin to use in To listen to each other‟s view and preferences,
phonological, graphic knowledge and sight own writing. agree the next steps to take and identify
vocabulary to spell words accurately; W Developing early writing Unit A p.132-133 contributions by each group member
T10 to use story structure to write about own experience To adopt appropriate roles in small or large groups
in same/similar form; W and consider alternative courses of action
T11 to use language of time (see sentence level work)
to structure a sequence of events, e.g. 'when I had
finished...’ 'suddenly...', 'after that...'. W
Text(s) Suggested outcome(s)
Non-fiction 2: Instructions
Instructions Instructions containing diagrams
Including Developing early writing Unit 11 „Planting Beans‟
Duration: 2/3 weeks Year 2 Autumn Term
Text level objectives Sentence level objectives Word level objectives
Pupils should be taught: Pupils should be taught:
T1 to reinforce and apply their word-level skills through shared and S1 to use awareness of grammar to decipher new Please refer to planning overview sheet –
guided reading; R or unfamiliar words, e.g. to predict from the select one objective per week to ensure
T2 to use phonological, contextual, grammatical and graphic text, to read on, leave a gap and re-read; coverage throughout the term.
knowledge to work out, predict and check the meanings of S4 to re-read own writing for sense and
unfamiliar words and to make sense of what they read; R punctuation;
Listening and speaking objectives: for the Autumn
T9 through shared and guided writing to apply phonological, S5 to revise knowledge about other uses of Term
graphic knowledge and sight vocabulary to spell words capitalisation, e.g. for names, headings, titles,
To speak with clarity and use intonation when
accurately; W emphasis, and begin to use in own writing; reading and reciting texts
T13 to read simple written instructions in the classroom, simple S6 to use a variety of simple organisational To listen to others in class, ask relevant questions
recipes, plans, instructions for constructing something; R devices, e.g. arrows, lines, boxes, keys, to and follow instructions
T14 to note key structural features, e.g. clear statement of purpose indicate sequences and relationships. To listen to each other‟s view and preferences,
at start, sequential steps set out in a list, direct language; R Developing early writing Unit C p.136-137 agree the next steps to take and identify
T15 to write simple instructions, e.g. getting to school, playing a contributions by each group member
game; W To adopt appropriate roles in small or large groups
T16 to use models from reading to organise instructions and consider alternative courses of action
sequentially, e.g. listing points in order, each point depending
on the previous one, numbering; W
T17 to use diagrams in instructions, e.g. drawing and labelling
diagrams as part of a set of instructions; W
T18 to use appropriate register in writing instructions, i.e. direct,
impersonal, building on texts read. W