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National Literacy Strategy
YR/Y1 Mixed Age Plans – Term 1
These medium term plans cover all Year 1 termly objectives and relevant Year R objectives set out
in the NLS Framework for teaching. They exemplify one way in which the objectives in the NLS
Framework for teaching can be organised.
They units can be taught in any order, except where there are two parts (e.g. Narrative 1 and 2)
part 1 should precede part 2.
Reordering the units may necessitate reallocating some sentence level objectives to different units.
Year 1 word level objectives 1-6 are revision from Year Reception. Most Y1 children will be
working on Progression in phonics steps 5-7. Bullet (i) refers to ‘word recognition, graphic
knowledge and spelling’, bullet (ii) to vocabulary extension’ and bullet (iii) to ‘handwriting’.
Reception word level objectives should be taught during a separate session. Some children may
be working on Steps 1 or 3.
These plans use the following DfES Publications;
Developing Early Writing (DfES 0055/2001)
Progression in Phonics (DfES 0126/2001)
Stepping Stones and Early Learning Goals
Text
Language for Communication pp. 48-53
Reading p. 62-63, Writing p. 64-65
Word
Linking sounds and letters pp. 60-61
Handwriting
pp. 66-67
Thinking
pp. 56-59
The first two sheets contain a summary of each unit. The subsequent pages contain the full text of
all the objectives. All Reception Year objectives are shown in red.
1
Mixed Age Planning for Reception / Year 1 Classes Term 1
Unit Text level Sentence level Word level Weeks Text(s) Outcome
Narrative 1 YR – 1(a, b, d), 6, 7, 10, YR – 1, 2 PiP Steps 5-7 / 1, 2 (3) 3 - Stories with - Retelling stories
including DEW 11(a, b, d), 12a predictable - Stories based on
i) 7, 9, 10+11 / 6, 7, 9
Unit 4 Y1 – 1, 2, 3, 4, 5, 8, 9 ii) 12 / 10 structures and personal
iii) 13, 14 / 12
Y1 – 1, 2, 4, 5, 8, 9 DEW p.78-82 patterned language experiences or
- Stories with familiar other stories
settings
Non-fiction 1: YR – 1(a, b, d), 11(a, b, YR – 1, 3, 4 PiP Steps 5-7/ 1, 2 (3) 2 - Classroom print - Lists and labels for
Captions/lists d), 12(a, b, c), 15 - Environmental print supermarket in role
i) 7, 8, 10+11 / 5, 8
Including DEW Y1 – 1, 2, 3, 4 ii) 12 / 10 - Name cards play area
iii) 13, 14 / 12
p.32-36 Y1 – 1, 2, 8, 12, 14, 15 - Signs, labels, - Captions, lists
captions, lists
Narrative 2 YR – 1(a, b, d), 6, 7, 10, YR – 1, 2, 3 PiP Steps 5-7 / 1, 2 (3) 2 - Stories with - Role play
11(a, b, d), 12a predictable - Oral retelling of
i) 7, 9, 10+11 / 6, 7, 9
Y1 – 1, 2, 5, 6, 7, 8, ii) 12 / 10 structures and stories
iii) 13, 14 / 12
Y1 – 1, 2, 3, 4, 7, 8, 11 DEW p.78-82 patterned language - Class story book
- Stories with familiar
settings
2
Mixed Age Planning for Reception / Year 1 Classes Term 1
Unit Text level Sentence level Word level Weeks Text(s) Outcome
Poetry YR – 1(b, d), 6, 10, YR – 3, 4 PiP Steps 5-7 / 1, 2 (3) 3 - Nursery rhymes - Writing arising from
11(b, d), 12 (a, d, e) - Rhymes with contexts of rhymes
i) 7, 9, 10+11 / 5, 6
Y1 – 1, 2 ii) 12 / 10 predictable and e.g. get well card
iii) 13, 14 / 12
Y1 – 1, 2, 4, 6, 8, 10 repetitive patterns for Jack (and Jill)
- Poems based on
models
- Recitation of
rhymes
Non-fiction 2: YR – 1(a, b), 6, 11(a, b), YR – 1, 2 PiP Steps 5-7 / 1, 2 (3) 2 - Instructions - Captions
Instructions 12(a, b, c), 15 - Instructions, labels
i) 7, 9, 10+11 / 6, 7
including DEW Y1 – 1, 2, 4, 5, 6, 7, ii) 12 / 10, 11
iii) 13, 14 / 12
Unit 5 ‘How to Y1 – 1, 2, 8, 13, 16 DEW p.78-82
use a printer’
3
Text(s): Stories with predictable structures and patterned
YR & Y1 Term 1 language, Stories with familiar settings
Unit: Narrative 1 Outcome(s): Retelling stories, Stories based on personal
Duration: 3 Weeks experiences or other stories
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T1 through shared reading: YR S1 to expect written text to make sense and to YR Progression in Phonics Steps 1, 2 (3)
- to recognise printed and handwritten words in check for sense if it does not;
a variety of settings, e.g. stories, notes, YR W6 to read on sight the 45 high frequency
registers, labels, signs, notices, letters, forms, YR S2 to understand that writing can be used for a words to be taught by the end of YR from
lists, directions, advertisements, newspapers; range of purposes, e.g. to send messages, record, Appendix List 1;
- that words can be written down to be read inform, tell stories.
again for a wide range of purposes; YR W7 to read on sight the words from texts of
- to track the text in the right order, page by Y1 S1 to expect written text to make sense and to appropriate difficulty;
page, left to right, top to bottom; pointing while check for sense if it does not;
reading/telling a story, and making one-to-one YR W9 to recognise the critical features of words,
correspondences between written and spoken Y1 S2 to use awareness of the grammar of a e.g. shape, length, and common spelling patterns.
words; sentence to decipher new or unfamiliar words, e.g.
predict text from the grammar, read on, leave a YR W10 new words from their reading and shared
YR T6 to re-read frequently a variety of familiar gap and re-read; experiences.
texts, e.g. big books, story books, taped stories
with texts, poems, information books, wall stories, Y1 S3 to draw on grammatical awareness, to read YR W12 to use a comfortable and efficient pencil
captions, own and other children's writing; with appropriate expression and intonation, e.g. in grip;
reading to others, or to dolls, puppets;
YR T7 to use knowledge of familiar texts to re- Y1 Progression in phonics Steps 5- 7
enact or re-tell to others, recounting the main Y1 S4 to write captions and simple sentences, and
points in correct sequence; to re-read, recognising whether or not they make Y1 W7 for guided reading, to read on sight high
sense, e.g. missing words, wrong word order; frequency words specific to graded books
YR T10 to re-read and recite stories and rhymes matched to the abilities of reading groups;
with predictable and repeated patterns and Y1 S5 to recognise full stops and capital letters
experiment with similar rhyming patterns; when reading and name them correctly; Y1 W9 to read on sight approximately 30 high
frequency words identified for Y1 and Y2 from
YR T11 through shared writing: Y1 S8 to begin using full stops to demarcate Appendix List 1;
- to understand that writing can be used for a sentences;
range of purposes, e.g. to send messages, Y1 W10 to recognise the critical features of words,
record, inform, tell stories; Y1 S9 to use a capital letter for the personal e.g. length, common spelling patterns and words
- to understand that writing remains constant, pronoun ‘I’ and for the start of a sentence. within words;
i.e. will always ‘say’ the same thing;
- to understand how writing is formed DEW ‘Developing the concept of a sentence’ p.78- Y1 W11 to spell common irregular words from
directionally, a word at a time. 82 Appendix List 1;
4
Text(s): Stories with predictable structures and patterned
YR & Y1 Term 1
Unit: Narrative 1 (cont.) language, Stories with familiar settings
Duration: 3 Weeks Outcome(s): Retelling stories, Stories based on personal
experiences or other stories
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T12 through guided and independent writing: Y1 W12 new words from reading and shared
- to experiment with writing in a variety of play, experiences, and to make collections of personal
exploratory and role-play situations; interest or significant words and words linked to
particular topics;
Y1 T1 to reinforce and apply their word level skills
through shared and guided reading; Y1 W13 to develop a comfortable and efficient
pencil grip;
Y1 T2 to use phonological, contextual,
grammatical and graphic knowledge to work out, Y1 W14 to form lower case letters correctly in a
predict and check the meanings of unfamiliar script that will be easy to join later.
words and to make sense of what they read;
Y1 T4 to read familiar, simple stories and poems
independently, to point while reading and make
correspondence between words said and read;
Y1 T5 to describe story settings and incidents and
relate them to own experience and that of others;
Y1 T8 through shared and guided writing to apply
phonological, graphic knowledge and sight
vocabulary to spell words accurately;
Y1 T9 to write about events in personal
experience linked to a variety of familiar incidents
from stories.
5
Text(s): Classroom print, Environmental print, Name cards
YR & Y1 Term 1
Unit: Non-fiction 1 Signs, labels, captions, lists
Duration: 2 Weeks Outcome(s): Lists and labels for supermarket in role play area
Captions, lists
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T1 through shared reading: YR S1 to expect written text to make sense and to YR Progression in Phonics Steps 1, 2 (3)
- to recognise printed and handwritten words in check for sense if it does not;
a variety of settings, e.g. stories, notes, YR W5 to read on sight a range of familiar words,
registers, labels, signs, notices, letters, forms, YR S3 that words are ordered left to right and need e.g. children’s names, captions, labels and words
lists, directions, advertisements, newspapers; to be read that way to make sense; from favourite books;
- that words can be written down to be read
again for a wide range of purposes; YR S4 to use a capital letter for the start of own YR W8 to read and write their own name and
- to track the text in the right order, page by name. explore other words related to the spelling of own
page, left to right, top to bottom; pointing while name
reading/telling a story, and making one-to-one Y1 S1 to expect written text to make sense and to
correspondences between written and spoken check for sense if it does not; YR W10 new words from their reading and shared
words; experiences.
Y1 S2 to use awareness of the grammar of a
YR T11 through shared writing: sentence to decipher new or unfamiliar words, e.g. YR W12 to use a comfortable and efficient pencil
- to understand that writing can be used for a predict text from the grammar, read on, leave a grip;
range of purposes, e.g. to send messages, gap and re-read;
record, inform, tell stories; Y1 Progression in Phonics Steps 5- 7
- to understand that writing remains constant, Y1 S3 to draw on grammatical awareness, to read
i.e. will always ‘say’ the same thing; with appropriate expression and intonation, e.g. in Y1 W7 for guided reading, to read on sight high
- to understand how writing is formed reading to others, or to dolls, puppets; frequency words specific to graded books
directionally, a word at a time. matched to the abilities of reading groups;
Y1 S4 to write captions and simple sentences, and
YR T12 through guided and independent writing: to re-read, recognising whether or not they make Y1 W8 to read on sight other familiar words, e.g.
sense, e.g. missing words, wrong word order. children’s names, equipment labels, classroom
- to experiment with writing in a variety of play,
captions;
exploratory and role-play situations;
- to write their own names; Y1 W10 to recognise the critical features of words,
- to write labels or captions for pictures and e.g. length, common spelling patterns and words
drawings; within words;
6
Text(s): Classroom print, Environmental print, Name cards
YR & Y1 Term 1 Signs, labels, captions, lists
Unit: Non-fiction 1 Outcome(s): Lists and labels for supermarket in role play area
(cont.) Captions, lists
Duration: 2 Weeks
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T15 to use writing to communicate in a variety Y1 W11 to spell common irregular words from
of ways, incorporating it into play and everyday Appendix List 1;
classroom life, e.g. recounting their own
experiences, lists, signs, directions, menus, labels, Y1 W12 new words from reading and shared
greeting cards, letters experiences, and to make collections of personal
interest or significant words and words linked to
Y1 T1 to reinforce and apply their word level skills particular topics;
through shared and guided reading;
Y1 W13 to develop a comfortable and efficient
Y1 T2 to use phonological, contextual, pencil grip;
grammatical and graphic knowledge to work out,
predict and check the meanings of unfamiliar Y1 W14 to form lower case letters correctly in a
words and to make sense of what they read; script that will be easy to join later.
Y1 T8 through shared and guided writing to apply
phonological, graphic knowledge and sight
vocabulary to spell words accurately;
Y1 T12 to read and use captions, e.g. labels
around the school, on equipment;
Y1 T14 to write captions for their own work, e.g.
for display, in class books;
Y1 T15 to make simple lists for planning,
reminding, etc.
7
Text(s): Stories with predictable structures and patterned
YR & Y1 Term 1 language, Stories with familiar settings
Unit: Narrative 2 Outcome(s): Role play, Oral retelling of stories, Class story
Duration: 2 Weeks book
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T1 through shared reading: YR S1 to expect written text to make sense and to YR Progression in Phonics Steps 1, 2 (3)
- to recognise printed and handwritten words in check for sense if it does not;
a variety of settings, e.g. stories, notes, YR W6 to read on sight the 45 high frequency
registers, labels, signs, notices, letters, forms, YR S2 to understand that writing can be used for a words to be taught by the end of YR from
lists, directions, advertisements, newspapers; range of purposes, e.g. to send messages, record, Appendix List 1;
- that words can be written down to be read inform, tell stories.
again for a wide range of purposes; YR W7 to read on sight the words from texts of
- to track the text in the right order, page by YR S3 that words are ordered left to right and need appropriate difficulty;
page, left to right, top to bottom; pointing while to be read that way to make sense;
reading/telling a story, and making one-to-one YR W9 to recognise the critical features of words,
correspondences between written and spoken Y1 S1 to expect written text to make sense and to e.g. shape, length, and common spelling patterns.
words; check for sense if it does not;
YR W10 new words from their reading and shared
YR T6 to re-read frequently a variety of familiar Y1 S2 to use awareness of the grammar of a experiences.
texts, e.g. big books, story books, taped stories sentence to decipher new or unfamiliar words, e.g.
with texts, poems, information books, wall stories, predict text from the grammar, read on, leave a YR W12 to use a comfortable and efficient pencil
captions, own and other children's writing; gap and re-read; grip;
YR T7 to use knowledge of familiar texts to re- Y1 S5 to recognise full stops and capital letters Y1 Progression in Phonics Steps 5- 7
enact or re-tell to others, recounting the main when reading, and name them correctly;
points in correct sequence; Y1 W7 for guided reading, to read on sight high
Y1 S6 to begin using the term sentence to identify frequency words specific to graded books
YR T10 to re-read and recite stories and rhymes sentences in text; matched to the abilities of reading groups;
with predictable and repeated patterns and
experiment with similar rhyming patterns; Y1 S7 that a line of writing is not necessarily the Y1 W9 to read on sight approximately 30 high
same as a sentence; frequency words identified for Y1 and Y2 from
YR T11 through shared writing: Appendix List 1;
- to understand that writing can be used for a Y1 S8 to begin using full stops to demarcate
range of purposes, e.g. to send messages, sentences. Y1 W10 to recognise the critical features of words,
record, inform, tell stories; e.g. length, common spelling patterns and words
- to understand that writing remains constant, DEW ‘Developing the concept of a sentence’ p.78- within words;
i.e. will always ‘say’ the same thing; 82
- to understand how writing is formed Y1 W11 to spell common irregular words from
directionally, a word at a time. Appendix List 1;
8
Text(s): Stories with predictable structures and patterned
YR & Y1 Term 1 language, Stories with familiar settings
Unit: Narrative 2 (cont.) Outcome(s): Role play, Oral retelling of stories, Class story
Duration: 2 Weeks book
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T12 through guided and independent writing: Y1 W12 new words from reading and shared
- to experiment with writing in a variety of play, experiences, and to make collections of personal
exploratory and role-play situations; interest or significant words and words linked to
particular topics;
Y1 T1 to reinforce and apply their word-level skills
through shared and guided reading; Y1 W13 to develop a comfortable and efficient
pencil grip;
Y1 T2 to use phonological, contextual,
grammatical and graphic knowledge to work out, Y1 W14 to form lower case letters correctly in a
predict and check the meanings of unfamiliar script that will be easy to join later.
words and to make sense of what they read;
Y1 T3 to notice the difference between spoken
and written forms through re-telling known stories;
compare oral versions with the written text;
Y1 T4 to read familiar, simple stories and poems
independently, to point while reading and make
correspondence between words said and read;
Y1 T7 to re-enact stories in a variety of ways, e.g.
through role-play, using dolls or puppets;
Y1 T8 through shared and guided writing to apply
phonological, graphic knowledge and sight
vocabulary to spell words accurately;
Y1 T11 to make simple picture storybooks with
sentences, modelling them on basic text
conventions, e.g. cover, author’s name, title,
layout.
9
Text(s): Nursery rhymes, Rhymes with predictable and
YR & Y1 Term 1 repetitive patterns
Unit: Poetry Outcome(s): Writing arising from contexts of rhymes e.g. get
Duration: 3 Weeks well card for Jack (and Jill), Poems based on models, Recitation
of rhymes
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T1 through shared reading: YR S3 that words are ordered left to right and need YR Progression in Phonics Steps 1, 2 (3)
- that words can be written down to be read to be read that way to make sense;
again for a wide range of purposes; YR W5 to read on sight a range of familiar words,
- to track the text in the right order, page by YR S4 to use a capital letter for the start of own e.g. children’s names, captions, labels and words
page, left to right, top to bottom; pointing while name. from favourite books;
reading/telling a story, and making one-to-one
correspondences between written and spoken Y1 S1 to expect written text to make sense and to YR W6 to read on sight the 45 high frequency
words; check for sense if it does not; words to be taught by the end of YR from
Appendix List 1;
YR T6 to re-read frequently a variety of familiar Y1 S2 to use awareness of the grammar of a
texts, e.g. big books, story books, taped stories sentence to decipher new or unfamiliar words, e.g. YR W10 new words from their reading and shared
with texts, poems, information books, wall stories, predict text from the grammar, read on, leave a experiences.
captions, own and other children's writing; gap and re-read.
YR W12 to use a comfortable and efficient pencil
YR T10 to re-read and recite stories and rhymes grip;
with predictable and repeated patterns and
experiment with similar rhyming patterns; Y1 Progression in Phonics Steps 5- 7
YR T11 through shared writing: Y1 W7 for guided reading, to read on sight high
- to understand that writing can be used for a frequency words specific to graded books
range of purposes, e.g. to send messages, matched to the abilities of reading groups;
record, inform, tell stories;
- to understand how writing is formed Y1 W9 to read on sight approximately 30 high
directionally, a word at a time. frequency words identified for Y1 and Y2 from
Appendix List 1;
YR T12 through guided and independent writing:
- to experiment with writing in a variety of play, Y1 W10 to recognise the critical features of words,
exploratory and role-play situations; e.g. length, common spelling patterns and words
- to write sentences to match pictures or within words;
sequences of pictures;
- to experiment with writing and recognise how
their own version matches and differs from
conventional version, e.g. through teacher
response and transcription.
10
Text(s): Nursery rhymes, Rhymes with predictable and
YR & Y1 Term 1 repetitive patterns
Unit: Poetry (cont.) Outcome(s): Writing arising from contexts of rhymes e.g. get
Duration: 3 Weeks well card for Jack (and Jill), Poems based on models, Recitation
of rhymes
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
Y1 T1 to reinforce and apply their word-level skills Y1 W11 to spell common irregular words from
through shared and guided reading; Appendix List 1;
Y1 T2 to use phonological, contextual, Y1 W12 new words from reading and shared
grammatical and graphic knowledge to work out, experiences, and to make collections of personal
predict and check the meanings of unfamiliar interest or significant words and words linked to
words and to make sense of what they read; particular topics;
Y1 T4 to read familiar, simple stories and poems Y1 W13 to develop a comfortable and efficient
independently, to point while reading and make pencil grip;
correspondence between words said and read;
Y1 W14 to form lower case letters correctly in a
Y1 T6 to recite stories and rhymes with predictable script that will be easy to join later.
and repeating patterns, extemporising on patterns
orally by substituting words and phrases,
extending patterns, inventing patterns and playing
with rhyme;
Y1 T8 through shared and guided writing to apply
phonological, graphic knowledge and sight
vocabulary to spell words accurately;
Y1 T10 to use rhymes and patterned stories as
models for their own writing.
11
Text(s): Instructions
YR & Y1 Term 1 Outcome(s): Captions, Instructions, labels
Unit: Non-fiction 2
Duration: 2 Weeks
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
YR T1 through shared reading: YR S1 to expect written text to make sense and to YR Progression in Phonics Steps 1, 2 (3)
- to recognise printed and handwritten words in check for sense if it does not;
a variety of settings, e.g. stories, notes, YR W6 to read on sight the 45 high frequency
registers, labels, signs, notices, letters, forms, YR S2 to understand that writing can be used for a words to be taught by the end of YR from
lists, directions, advertisements, newspapers; range of purposes, e.g. to send messages, record, Appendix List 1;
- that words can be written down to be read inform, tell stories.
again for a wide range of purposes; YR W7 to read on sight the words from texts of
Y1 S1 to expect written text to make sense and to appropriate difficulty;
check for sense if it does not;
YR T6 to re-read frequently a variety of familiar
texts, e.g. big books, story books, taped stories YR W10 new words from their reading and shared
with texts, poems, information books, wall stories, Y1 S2 to use awareness of the grammar of a experiences.
sentence to decipher new or unfamiliar words, e.g.
captions, own and other children's writing;
predict text from the grammar, read on, leave a YR W11 to make collections of personal interest
gap and re-read; or significant words and words linked to particular
YR T11 through shared writing: topics.
- to understand that writing can be used for a Y1 S4 to write captions and simple sentences, and
range of purposes, e.g. to send messages, to re-read, recognising whether or not they make YR W12 to use a comfortable and efficient pencil
record, inform, tell stories; sense, e.g. missing words, wrong word order; grip;
- to understand that writing remains constant,
i.e. will always ‘say’ the same thing; Y1 S5 to recognise full stops and capital letters Y1 Progression in phonics Steps 5- 7
when reading, and name them correctly;
YR T12 through guided and independent writing: Y1 W7 for guided reading, to read on sight high
- to experiment with writing in a variety of play, Y1 S6 to begin using the term sentence to identify frequency words specific to graded books
exploratory and role-play situations; sentences in text; matched to the abilities of reading groups;
- to write their own names;
- to write labels or captions for pictures and Y1 S7 that a line of writing is not necessarily the Y1 W8 to read on sight other familiar words, e.g.
drawings; same as a sentence. children’s names, equipment labels, classroom
captions;
YR T15 to use writing to communicate in a variety DEW ‘Developing the concept of a sentence’ p.78-
of ways, incorporating it into play and everyday 82 Y1 W10 to recognise the critical features of words,
classroom life, e.g. recounting their own e.g. length, common spelling patterns and words
experiences, lists, signs, directions, menus, labels, within words;
greeting cards, letters
12
Text(s): Instructions
YR & Y1 Term 1 Outcome(s): Captions, Instructions, labels
Unit: Non-fiction 2
(cont.)
Duration: 2 Weeks
Text level objectives Sentence level objectives Word level objectives
Text level objectives cover all of YR & Y1 objectives Sentence level objectives cover all of YR & Y1 objectives Word level objectives cover all of YR & Y1 objectives
Y1 T1 to reinforce and apply their word-level skills Y1 W11 to spell common irregular words from
through shared and guided reading; Appendix List 1;
Y1 T2 to use phonological, contextual, Y1 W12 new words from reading and shared
grammatical and graphic knowledge to work out, experiences, and to make collections of personal
predict and check the meanings of unfamiliar interest or significant words and words linked to
words and to make sense of what they read; particular topics;
Y1 T8 through shared and guided writing to apply Y1 W13 to develop a comfortable and efficient
phonological, graphic knowledge and sight pencil grip;
vocabulary to spell words accurately;
Y1 W14 to form lower case letters correctly in a
Y1 T13 to read and follow simple instructions, e.g. script that will be easy to join later.
for classroom routines, lists for groups in
workbooks;
Y1 T16 to write and draw simple instructions and
labels for everyday classroom use, e.g. in role-
play area, for equipment
13
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