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Word level

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									National Literacy Strategy Half term                          Class: ___________________                      Year Group(s):                 1 / 2 (A)       Based on Year:   1     Term:     2        First half
Planner                                                       Teacher: ___________________                                                                   Key Learning Target:   Understand the way that information texts are organised and use this
                                                                                                                                                                                    in reading simple texts.
                      Word level                                                               Sentence Level                                                            Text Level                                           Texts
           Phonics, Spelling and Vocabulary                                               Grammar and Punctuation                                               Comprehension and Composition
                  Continuous work                                                             Continuous work                                                         Continuous work                                        Range
Vocabulary extension                                                      Grammatical awareness                                                      Writing composition                                                        Non-Fiction:
10      new words from reading and shared experiences and to make         1     to expect reading to make sense and check if it does not, and        12    through shared and guided writing to apply phonological,
collections of personal interest or significant words and words linked    read aloud using expression appropriate to the grammar of the text;        graphic knowledge and sight vocabulary to spell words accurately;          Information books including non-chronological reports.             Y1
to particular topics;                                              Y1                                                                       Y1                                                                          Y1
                                                                                                                                                     Reading comprehension                                                      Simple dictionaries.                                               Y1
Handwriting                                                               2     to use awareness of the grammar of a sentence to decipher            1     to reinforce and apply their word level skills through shared
11    to practise handwriting in conjunction with spelling and            new or unfamiliar words, e.g. predict text from the grammar, read on,      and guided reading;                                               Y1/2
independent writing, ensuring correct letter orientation, formation and   leave a gap and re-read;                                          Y1                                                                                  Fiction:
proportion, in style that makes the letters easy to join later.    Y1                                                                                2     to use phonological, contextual, grammatical and graphic
                                                                          3     to predict words from preceding words in sentences and               knowledge to work out, predict and check the meanings of unfamiliar        Traditional stories; fairy stories.
Word recognition, graphic knowledge and spelling                          investigate the sorts of words that ‘fit’ suggesting appropriate           words and to make sense of what they read;                     Y1/2
4      for guided reading to read on sight high frequency words           alternatives, i.e. that make sense;                                  Y1                                                                               Stories with familiar, predictable and patterned language from a
specific to graded reading books matched to the abilities of reading                                                                                 17      to use terms ‘fiction’ and ‘non-fiction’ noting some of their      range of cultures.
groups;                                                           Y1      2    to read aloud with intonation and expression appropriate to the       differing features e.g. layout, titles, contents page, use of pictures,
6      to read on sight approximately 30 more high frequency words        grammar and punctuation (sentences, speech marks, exclamation              labelled diagrams;                                                    Y1   Plays.
from Appendix List 1;                                             Y1      marks);                                                          Y2
7      to recognise the critical features of words, e.g. length,                                                                                     20    to use simple dictionaries, and to understand their alphabetical
common spelling patterns and words within words;                  Y1      3     to re-read own writing to check for grammatical sense                organisation;                                                    Y1
9      to spell common irregular words from Appendix List 1;      Y1      (coherence) and accuracy (agreement) – identify errors and suggest
                                                                          alternative constructions.                                     Y2          Writing composition
Vocabulary extension                                                                                                                                 12    through shared and guided writing to apply phonological,
10     new words from reading linked to particular topics, to build                                                                                  graphic knowledge and sight vocabulary to spell words accurately;
individual collections of personal interest or significant words;  Y2                                                                                                                                                Y2

Handwriting
12     to practise handwriting patterns from Year 1;                 Y2
13     to practise handwriting in conjunction with the phonic and
spelling patterns above;                                             Y2
14     to use and practise the four basic handwriting joins:
      diagonal joins to letters without ascenders, e.g. air, ar, un;
      horizontal joins to letters without ascenders, e.g. ou, vi, wi;
      diagonal joins to letters with ascenders, e.g. ab, ul, it;
      horzontal joins to letters with ascenders, e.g. ol, wh, ot. Y2

                          Blocked work                                                             Blocked work                                                                Blocked work                                                              Titles                              Wk
5      to read on sight other         Phonological awareness,             4    to recognise full stops and capital letters when reading and          4       to re-tell stories, giving the main points in sequence and to
familiar words, e.g. children’s       phonics and spelling                understand how they effect the way a passage is read;             Y1       notice differences between written and spoken forms in re-telling, e.g.
names, equipment labels,              1      to secure identification,                                                                               by comparing oral versions with the written text; to refer to relevant
classroom captions;            Y1     spelling and reading of initial,                                                                               phrases and sentences;                                                Y1                                                                 1
                                      final and medial letter sounds in   5    to continue demarcating sentences in writing, ending a                5       to identify and record some key features of story language
                                      simple words;                 Y1    sentence with a full stop;                                           Y1    from a range of stories, and to practise reading and using them, e.g.
                                                (PiPs Step 4)                                                                                        in oral re-tellings;                                                  Y1
                                                                                                                                                     5       to discuss story settings: to compare differences; to locate key
                                                                          6       to use the term sentence appropriately to identify sentences in    words and phrases in text; to consider how different settings influence
                                                                          text, i.e. those demarcated by capital letters and full stops;      Y1     events and behaviour;                                                 Y2

6       to read on sight              2      to investigate, read and                                                                                14    to represent outlines of story plots using captions, pictures,                                                                      2
approximately 30 more high            spell words ending in ff, ll, ck,   7     to use capital letters for the personal pronoun ‘I’, for names       arrows, e.g. to make a class book, wall story, own version.        Y1
frequency words from Appendix         ng;                            Y1   and for the start of a sentence.                                     Y1    7     to discuss reasons for, or cause of, incidents in stories;   Y1
List 1;                    Y1                                                                                                                        3     to discuss and compare story themes;                         Y2

                                                                          Sentence construction and punctuation                                      8       to identify and discuss characters, e.g. appearance, behaviour,
9     to spell common irregular       Phonological awareness,             6      to identify speech marks in reading, understand their purpose,      qualities; to speculate about how they might behave; to discuss how
words from Appendix List 1; Y1        phonics and spelling                use the terms correctly; to secure the use of simple sentences in own      they are described in text; and to compare characters from different
                                      1      to secure the reading and    writing.                                                           Y2      stories or plays;                                                 Y1                                                                      3
                                      spelling of words containing                                     UNIT E(DEW)                                   9       to become aware of character and dialogue, e.g. by role-
                                      different spellings of the long                                                                                playing parts when reading aloud stories or plays with others;    Y1
                                      vowel phonemes from Year 1;                                                                                    15      to build simple profiles of characters from stories read,
                                                                    Y2    9     to secure the use of simple sentences in own writing.          Y2    describing characteristics, appearances, behaviour with pictures,
                                                                                                     UNIT H(DEW)                                    single words, captions, word and sentences from text;             Y1



V1New Y1/2(A) based on Y 1 – term 2 – 1st half (4col)
National Literacy Strategy Half term                        Class: ___________________                      Year Group(s):             1 / 2 (A)           Based on Year:   1                   Term:     2        First half
Planner                                                     Teacher: ___________________                                                                   Key Learning Target:                 Understand the way that information texts are organised and use this
                                                                                                                                                                                                in reading simple texts.

                                   3       to discriminate, read and    13    to use story settings from reading, e.g. re-describe, use in own writing, write a different story in the same setting;                    Y2                                     4
                                   spell words with initial             16    to use some of the elements of known stories to structure own writing;                                                                    Y1
                                   consonant clusters, e.g. bl, cr,                                                                   UNIT 2(DEW)
                                   tr, str – Appendix List 3:
                                       to identify separate
                                        phonemes within words           4      to recognise full stops and capital letters when reading and        17      to use terms ‘fiction’ and ‘non-fiction’ noting some of their
                                        containing clusters in          understand how they effect the way a passage is read;               Y1     differing features e.g. layout, titles, contents page, use of pictures,
                                        speech and writing;             5      to continue demarcating sentences in writing, ending a              labelled diagrams;                                                    Y1
                                    to blend phonemes in words         sentence with a full stop;                                          Y1
                                        with clusters for reading;      6 to use the term sentence appropriately to identify sentences in text,    22     to write labels for drawings and diagrams, e.g. growing beans,
                                    to segment clusters into           i.e. those demarcated by capital letters and full stops;            Y1     parts of the body;                                               Y1                                         5
                                        phonemes for spelling; Y1        8      to use commas to separate items on a list;                  Y2
                                              (PiPs Step 5)                                           UNIT 6(DEW)                                  18    to read non-fiction books and understand that the reader
                                   3 to read and spell words            7      to investigate and recognise a range of other ways of               doesn’t need to go from start to finish but selects according to what is
                                   containing the digraph ‘wh’, ‘ph’,   presenting texts, e.g. speech bubbles, enlarged, bold or italicised        needed;                                                            Y1
                                   ‘ch’ (as in Christopher);    Y2      print, captions, headings and sub-headings;                         Y2
                                                                                                      UNIT F(DEW)

                                   4      to split familiar oral and
                                   written compound words into          23    to produce extended captions, e.g. to explain paintings in wall displays or to describe artefacts;                                        Y1
                                   their component parts, e.g.          21    to produce simple flow charts or diagrams that explain a process.                                                                         Y2                                     6
                                   himself, handbag, milkman,                                                                       UNIT 13(DEW)
                                   pancake, teaspoon;             Y2




V1New Y1/2(A) based on Y 1 – term 2 – 1st half (4col)

								
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