Autumn Term Year 1 Guidance - DOC by N36PqYC

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Class                                                            Year Group(s)            1             Year                                                        Term 1                      1 Half       Teacher


Word Level Work                                                  Sentence Level Work                           Text Level Work                                 Speaking & Listening                          Text
                                                                                                                                                                                                                                        Wk
Phonics, Spelling and Vocabulary                                 Grammar and Punctuation                       Comprehension and Composition

Continuous work:                                                 Continuous work:                              Continuous work:                                Continuous work:                              Range:
Phonological awareness, phonics and spelling                     1 to expect written text to make sense        1 to reinforce and apply their word-level       3 follow instructions accurately and learn    Fiction and poetry:
1 from YR, to practise and secure the ability                    and to check for sense if it does not;        skills through shared and guided reading;       how to ask for help; repeat instructions in   stories with familiar
to rhyme, and to relate this to spelling patterns                2 to use awareness of the grammar of a        2 to use phonological, contextual,              sequence to others;                           settings; stories with
through:                                                         sentence to decipher new or unfamiliar        grammatical and graphic knowledge to work                                                     rhymes and
 exploring and playing with rhyming patterns;                   words, eg predict text from the grammar,      out, predict and check the meanings of                                                        predictable and
 generating rhyming strings, eg fat, hat, pat:                  read on, leave a gap and re-read;             unfamiliar words and to make sense of what                                                    repetitive patterns.
2 from YR, to practice and secure alphabetic                                                                   they read;                                                                                    Non-fiction: signs,
letter knowledge and alphabetic order;                                                                                                                                                                       labels, captions, lists.
3 from YR to practise and secure the ability to                  Blocked work:                                 Blocked work:                                   Blocked work:                                 Genre and Title
hear initial and final phonemes in CVC words,
eg fit, mat, pan;                                                4 to write captions (and simple               12 to read and use captions, eg labels                                                        Signs, labels,
4 to discriminate and segment all three                          sentences), and to re-read, recognising       around the school, on equipment;                                                              captions, lists.           1
phonemes in CVC words;                                           whether or not they make sense, eg
5 to blend phonemes to read CVC words in                         missing words, wrong word order (through
rhyming and non-rhyming sets;                                    shared writing)
6 to represent in writing the three phonemes
in CVC words, spelling them first in rhyming                     5 to recognise full stops and capital         6 to recite stories and rhymes with             4 devise ways of sorting items in the         Stories and rhymes
sets, then in non-rhyming sets;                                  letters when reading, and name them           predictable and repeating patterns              classroom, contribute observations,           with predictable and       2
Word recognition, graphic knowledge and                          correctly;                                    extemporising on patterns orally by             suggestions and comparisons to the            repetitive patterns
spelling                                                         6 to begin using the term sentence to         substituting words and phrases, extending       group, devise questions from a book title
7 for guided reading, to read on sight high                      identify sentences in text;                   patterns, inventing patterns and playing with   or cover, answer relevantly, respond to
frequency words specific to graded books                         7 that a line of writing is not necessarily   rhyme;                                          questions asked by others;
matched to the abilities of reading groups;                      the same as a sentence;                       10 to use rhymes and patterned stories as       5 ask and answer questions eg in                                         3
8 to read on sight other familiar words, eg                      4 to write (captions) and simple              models for their own writing                    groups; make relevant contributions eg in
children’s names, equipment labels, classroom                    sentences, and to re-read, recognising                                                        science.
captions;                                                        whether or not they make sense, eg
9 to read on sight approximately 30 high                         missing words, wrong word order.
frequency words identified for Y1 and Y2 from                    8 to begin using full stops to demarcate                                                                                                                               4
Appendix List 1;                                                 sentences;
10 to recognise the critical features of words,
eg length, common spelling patterns and words
                                                                 4 to write captions (and simple               14 to write captions for their own work, eg                                                   Signs, labels,
within words;
11 to spell common irregular words from                          sentences) , and to re-read, recognising      for display, in class books;                                                                  captions, lists.           5
Appendix List 1;                                                 whether or not they make sense, eg            15 to make simple lists for planning,
Vocabulary extension                                             missing words, wrong word order.              reminding, etc;
12 new words from reading and shared
experiences, and to make collections of
personal interest or significant words and words
linked to particular topics;
Handwriting
13 to develop a comfortable and efficient pencil
grip;
14 to form lower case letters correctly in a
script that will be easy to join later




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Word Level Work                                                  Sentence Level Work                            Text Level Work                               Speaking & Listening                        Text
                                                                                                                                                                                                                                  Wk
Phonics, Spelling and Vocabulary                                 Grammar and Punctuation                        Comprehension and Composition

                                                                 7 that a line of writing is not necessarily    3 to notice the difference between spoken     4 devise ways of sorting items in the       Stories with familiar
                                                                 the same as a sentence;                        and written forms through re-telling known    classroom, contribute observations,         settings                6
                                                                 8 to begin using full stops to demarcate       stories; compare oral versions with the       suggestions and comparisons to the
                                                                 sentences;                                     written text;                                 group, devise questions from a book title
                                                                 9 to use a capital letter for the personal     4 to read familiar, simple stories and        or cover, answer relevantly, respond to
                                                                 pronoun ‘I’ and for the start of a sentence.   poems independently, to point while reading   questions asked by others;
                                                                                                                and make correspondence between words         5 ask and answer questions eg in                                    7
                                                                                                                said and read;                                groups; make relevant contributions eg in
                                                                                                                5 to describe story settings and incidents    science.
                                                                                                                and relate them to own experience and that
                                                                                                                of others;
                                                                                                                9 to write about events in personal                                                                               8
                                                                                                                experience linked to a variety of familiar
                                                                                                                incidents from stories;




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