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Y2 Summer Term Text Level Narrative Plan 5A: Quest and adventure stories Plan 6A: Stories by the same author: Anthony Browne Sentence Structures Consolidate Simple sentences Embellished simple sentences using adjectives Simple Connectives: and, who, until, but Run’ - Repetition for rhythm Repetition for description Simple Connectives: because, so that, then, that, while, when, where Types of sentences: Statements Questions Exclamations Commands Non-Fiction Plan 5A Information texts Plan 6A: Recounts Openers Document1 Page 1 of 3 Consolidate -‘ly’ openers Luckily / Unfortunately, Also as openers: While… ly’ starters Secure use of compound sentences (Coordination) using connectives: and/ or / but / so (coordinating conjunctions) Complex sentences (Subordination) using: Drop in a relative clause: who/which Additional subordinating conjunctions: what/while/when/where/ because/ then/so that/ if/to/until Introduce Vary openers to sentences Poetry Plan 5A: Favourite poems Plan 6A: Really looking! Poems about birds Introduce Use long and short sentences: Long sentences to add description or information. Use short sentences for emphasis. Word Level Consolidate Prepositions: inside, outside, towards, across, under, Alliteration Determiners: the a my your an this that his her their some all lots of many more those these Adjectives to describe Punctuation Consolidate Capital letter for names Capital letter for the personal pronoun I Exclamation marks Dialogue – Use of speech bubbles. Bullet Points Spelling and Handwriting Spelling Document1 Page 2 of 3 Please refer to the spelling appendix for the full range of phonics to cover. Follow the sequence noted in the Letters and Sounds. Adding the prefix un Adding the prefixes tin and dis Tricky consonants 1 ph. and ch. Tricky consonants 2 kn, wr, mb Soft c where c makes a 's' sound Similes using as….as… / like Regular plural noun suffixes –s or –es Suffixes that can be added to verbs Expanded noun phrases Embellished simple sentences using: adjectives, adverbs Demarcate sentences: Capital letters, Full stops, Question marks, Exclamation marks Comma after –ly opener Commas to separate items in a list Topic words 2 - days of the week Two-syllable words Word sending 'shun' and 'ul' Taking words apart Shortened forms Revision 3 new graphemes and endings Tricky words Introduce List of 3 for description e.g. He wore old shoes, a dark cloak and a red hat. African elephants have long trunks, curly tusks and large ears Introduce speech marks for direct speech Apostrophes to mark contracted forms in spelling e.g. don’t, can’t Apostrophes to mark singular possession e.g. the cat’s name Handwriting Pupils should be taught to: form lower-case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters use spacing between words that reflects the size of the letters. The children should begin to join their handwriting in the Lantern cursive style. Terminology Document1 Page 3 of 3 Consolidate Punctuation Finger spaces Letter Word Sentence Full stops Capital letter Question mark Exclamation mark Speech bubble Bullet points Singular/ plural Adjective Connective Alliteration Simile – ‘as’/ ‘like’ Statement question exclamation Noun phrases Generalisers Command (Bossy verbs) Suffix Verb / adverb Tense (past, present, future) ie not in bold Adjective / noun Introduce Apostrophe (contractions and singular possession) Commas ‘Speech marks’ Apostrophe for contraction