Download Literacy medium term plan Term 2 Autumn

Literacy Medium Term Planning
Talk for Writing
Narrative
Class 6: Year 1 (HA)
Text
How Tortoise got his
shell
Genre
Warning tale
Non-Fiction
Autumn Term 2 2015
Focus
Openings and endings
Recount.
Fiction Non-fiction
Immersion in the text
Working with the text
Vocabulary
Ideas for innovation
Role-play area,
Wow starter – children to
piece together lots of jumbled
pieces to make three different
tortoises. Chn to make a
tortoise each out of air drying
clay. Concentrating on the
‘pieces’ on his shell.
Discuss the genre of the
story (warning tale). Talk
about other warning tales
that they might know.
Retell the story as a whole
class each day using actions.
Move to story circles and
pairs when confident.
Story map the story.
Sequence the story.
Story mountains.
Compose sentences orally
before writing.
Independent application of
phonics up to and including
phase 5.
Uses capital letters and full
stops correctly.
Discuss the meaning of
‘soared’ find synonyms.
Use adverbials of time e.g.
one day, once upon a time.
Use good quality adjectives.
Use simple connectives ‘so
that’ ‘and’ ‘because’.
Use interesting adjectives to
extend noun phrases and add
detail to descriptions.
Use words to indicate that
they are writing a warning
tale e.g. ‘silly old tortoise’.
Full stops and capital letters
to be high profile.
Chn to attempt one line of
direct speech with inverted
commas.
Substitution: Change the
tortoise for a different animal
and the flying for a different
action. E.g. How the camel got
his hump or how the tiger got
his stripes.
Adding: Simultaneously add
more description.
Retell story as a class each day
in week 1. In story circles in
week 2 and in pairs in week 3.
Story map the story.
Sequence the story.
Identify different parts of a
story.
Wow starter.
Role play to interview
witnesses (birds).
Start with an introduction to
‘hook the reader’.
Chn to write a recount of the
events from the tortoise’s point
of view.
Ideas for invention
Chn to write their own warning
tale in which the main character
is told not to do something and
they don’t listen. A rescue
Hot seating of the main
characters to glean more
information.
Role-play area,
Wow starter – children to
piece together lots of jumbled
pieces to make three different
tortoises. Chn to make a
tortoise each out of air drying
clay. Concentrating on the
‘pieces’ on his shell.
Retell story as a class each day
in week 1. In story circles in
week 2 and in pairs in week 3.
Story map the story.
Sequence the story.
Identify different parts of a
story.
Wow starter.
Role play to interview
witnesses (birds).
Hot seating of the main
characters to glean more
information.
Use adverbials of time e.g.
one day, once upon a time.
Use good quality adjectives
to set the scene and describe
the characters.
Understand the different
parts of a story, with
particular emphasis on the
beginning and ending.
Analyse and annotate various
recount texts to familiarize
the chn with the features.
Understand the purpose of a
recount.
Chn to write a recount of the
events of what happened to
Tortoise from point of view
of all the other birds who
were watching.
Discuss the genre of the
story (warning tale). Talk
about other warning tales
that they might know.
Retell the story as a whole
class each day using actions.
Move to story circles and
Include who? What? When?
Where? And why?
Past tense
Time connectives
Sentence sign posts
Specific and descriptive
Direct speech
Use adverbials of time e.g.
one day, once upon a time.
Use good quality adjectives.
Use simple connectives ‘so
that’ ‘and’ ‘because’.
Use interesting adjectives to
extend noun phrases and add
detail to descriptions.
Use words to indicate that
they are writing a warning
tale e.g. ‘silly old tortoise’.
Full stops and capital letters
to be high profile.
Chn to attempt one line of
direct speech with inverted
commas.
Start with an introduction to
‘hook the reader’.
Include who? What? When?
Where? And why?
takes place and the main
character learns a lesson.
Chn to write their own recount
on an article of their own
choice.
Substitution: Change the
tortoise for a different animal
and the flying for a different
action. E.g. How the camel got
his hump or how the tiger got
his stripes.
Adding: Simultaneously add
more description.
Chn to write a recount of the
events from the tortoise’s point
of view.
Ideas for invention
Chn to write their own warning
tale in which the main character
is told not to do something and
they don’t listen. A rescue
pairs when confident.
Story map the story.
Sequence the story.
Story mountains.
Compose sentences orally
before writing.
Independent application of
phonics up to and including
phase 5.
Uses capital letters and full
stops correctly.
Discuss the meaning of
‘soared’ find synonyms.
Use adverbials of time e.g.
one day, once upon a time.
Use good quality adjectives
to set the scene and describe
the characters.
Understand the different
parts of a story, with
particular emphasis on the
beginning and ending.
Analyse and annotate various
recount texts to familiarize
the chn with the features.
Understand the purpose of a
recount.
Past tense
Time connectives
Sentence sign posts
Specific and descriptive
Direct speech
takes place and the main
character learns a lesson.
Chn to write their own recount
on an article of their own
choice.
Chn to write a recount of the
events of what happened to
Tortoise from point of view
of all the other birds who
were watching.
Phonics – Green Group (HA) JR
Practice recognition and recall of phase 2,
3 & 5 as they are learned. Teach new
graphemes for reading. Practice reading
and spelling words with adjacent
consonants and words with newly learned
graphemes. Learn new phonemes /zh/ as
in treasure. Teach reading the words oh,
their, people, Mr, Mrs, looked, called,
asked. Teach spelling the words said, so,
have, like, some, come, were, there.
Practise reading and spelling HF and
polysyllabic words. Practise reading and
writing sentences. Practice recognition
and recall of graphemes and different
pronunciations of graphemes as they are
learned. Teach alternative pronunciations
of graphemes for reading. Teach reading
Green writing target HA 1a/1b SS
(1a targets)
To begin to some sentence connectives.
Some simple sentences make
grammatical sense.
Writing shows recognition of full stops
as a symbol to demarcate sentences.
Begins to add some detail to their
writing.
Can write a sentence or phrase which
has meaning in context.
Will make a reasonable attempt at
spelling key words.
Unfamiliar words are recognisable.
Letters are usually clearly shaped and
correctly orientated.
(1b targets)
To have more consistent control over
word order.
Blue writing target MA 1b TE
(1b targets)
To have more consistent control over
word order.
To leave finger spaces.
To use a simple writing frame.
To begin to use capital letters for
personal pronoun ‘I’ and in simple
sentences, showing an understanding of
why full stops are used.
To show a beginning in stories.
To use information and idea from own
experiences as a basis for writing.
To structure some phrases and simple
statements using recognisable words to
communicate ideas.
To ensure writing can generally be
understood without mediation.
To consistently spell a few key words
Red writing target LA 1c/1b JR
(1c targets)
To show some control over word order.
To attempt familiar forms of writing e.g.
lists, labelling, recounts, stories and
instructions.
To use full stops in writing.
To usually use a capital letter for own
name.
To understand that writing must make
sense.
To write recognizable letters and words or
symbols to convey meaning.
To read back own writing.
To spell some simple words correctly.
To write each single letter grapheme in
response to the phoneme.
To identify and write most initial sounds.
To identify initial and dominant phonemes
the words water, where, who, again,
thought, through, work, mouse, many,
laughed, because, different, any, eyes,
friends, once, please. Teach spelling the
words little, one, do, when, what, out.
Phonics – Blue Group (MA) TE
Practice recognition and recall of phase 2,
3 & 5 as they are learned. Teach new
graphemes for reading. Practice reading
and spelling words with adjacent
consonants and words with newly learned
graphemes. Learn new phonemes /zh/ as
in treasure. Teach reading the words oh,
their, people, Mr, Mrs, looked, called,
asked. Teach spelling the words said, so,
have, like, some, come, were, there.
Practise reading and spelling HF and
polysyllabic words. Practise reading and
writing sentences. Practice recognition
and recall of graphemes and different
pronunciations of graphemes as they are
learned. Teach alternative pronunciations
of graphemes for reading. Teach reading
the words water, where, who, again,
thought, through, work, mouse, many,
laughed, because, different, any, eyes,
friends, once, please. Teach spelling the
words little, one, do, when, what, out.
Phonics - Red Group (LA) SS
Start phase 5. Teach new graphemes for
reading. Practice reading and spelling
words with adjacent consonants and
words with newly learned graphemes.
Learn new phonemes /zh/ as in treasure.
Teach reading the words oh, their,
people, Mr, Mrs, looked, called, asked.
To leave finger spaces.
To use a simple writing frame.
To begin to use capital letters for
personal pronoun ‘I’ and in simple
sentences, showing an understanding of
why full stops are used.
To show a beginning in stories.
To use information and idea from own
experiences as a basis for writing.
To structure some phrases and simple
statements using recognisable words to
communicate ideas.
To ensure writing can generally be
understood without mediation.
To consistently spell a few key words
accurately.
To spell CVC words correctly.
To identify initial, stressed and final
phonemes in words.
To begin to recognise common spelling
patterns e.g. ‘ee’.
To ensure most letters are clearly
shaped and correctly orientated.
To use spaces between words
consistently.
Green Group Guided Reading (HA) TE
Target 1a
Blends phonemes to read CVC words.
Can read at least 40% of year 1 and 2 words
correctly and other familiar and important
words.
Read texts aloud pausing at full stops and
beginning to use some expression.
Use awareness of the grammar of a
sentence to help decipher new or unfamiliar
words.
Beginning to understand the difference
between fiction and non-fiction, make
predictions based on title, blurb, cover etc.
Locate specific information in text to find
accurately.
To spell CVC words correctly.
To identify initial, stressed and final
phonemes in words.
To begin to recognise common spelling
patterns e.g. ‘ee’.
To ensure most letters are clearly
shaped and correctly orientated.
To use spaces between words
consistently.
in words.
To ensure some commonly used letters are
shaped correctly but may be inconsistent
in their size and orientation.
To begin to leave spaces between words.
(1b targets)
To have more consistent control over word
order.
To leave finger spaces.
To use a simple writing frame.
To begin to use capital letters for
personal pronoun ‘I’ and in simple
sentences, showing an understanding of
why full stops are used.
To show a beginning in stories.
To use information and idea from own
experiences as a basis for writing.
To structure some phrases and simple
statements using recognisable words to
communicate ideas.
To ensure writing can generally be
understood without mediation.
To consistently spell a few key words
accurately.
To spell CVC words correctly.
To identify initial, stressed and final
phonemes in words.
To begin to recognise common spelling
patterns e.g. ‘ee’.
To ensure most letters are clearly shaped
and correctly orientated.
To use spaces between words consistently.
Teach spelling the words said, so, have,
like, some, come, were, there. Practice
reading and spelling HF and polysyllabic
words. Practice reading and writing
sentences. Practice recognition and recall
of graphemes and different
pronunciations of graphemes as they are
learned. Teach alternative pronunciations
of graphemes for reading. Teach reading
the words water, where, who, again,
thought, through, work, mouse, many,
laughed, because, different, any, eyes,
friends, once, please. Teach spelling the
words little, one, do, when, what, out.
answers to simple questions.
Make choices from a selection of texts and
begin to justify preferences.
During non-fiction part of TFW, all
groups GR books to be information
texts.
Blue Group Guided Reading (MA) SS
Target 1b
(1a targets)
.
(1b targets)
To read 40% of reception words accurately.
To use initial letter cues.
To understand and use correctly terms
referring to conventions of print: book,
cover, beginning, end, page, word, letter, line
etc.
To predict what may happen.
To discuss story and characters.
To locate and read significant parts of a
recount and identify the main points in
correct sequence.
To say which books they enjoy and why.
To behave like a reader.
During non-fiction part of TFW, all groups
GR books to be information texts.
Red Group Guided Reading (LA) JR
Target 1b
(1b targets)
To read 40% of reception words accurately.
To use initial letter cues.
To understand and use correctly terms
referring to conventions of print: book, cover,
beginning, end, page, word, letter, line etc.
To predict what may happen.
To discuss story and characters.
To locate and read significant parts of a
recount and identify the main points in correct
sequence.
To say which books they enjoy and why.
To behave like a reader.
During non-fiction part of TFW, all groups
GR books to be information texts.
Week
Home books
Red
1
31 Aug – 4
Sept
Speaking & Listening
Discussions and team work to
complete wow day challenge.
Listening to and following
instructions.
Listening to the story and
retelling it with the actions.
Retelling their story using their
story maps.
Talk for writing
Sentence & Word level
Fiction – imitation stage.
Wow Day! Chn to put together
three cut up puzzles per group
to produce three pictures of
different tortoises. Stick them
onto sugar paper to make the
pictures complete.
Chn to make a clay model each
of a tortoise with the emphasis
on making the shell look right
by scoring it correctly. When
dry chn to paint their tortoises.
Use phonic knowledge up to and
including phase 5.
Use full stops and capital letters
correctly.
Good letter formation and finger
spaces.
Use good quality adjectives.
Use causal connectives eg. Because
Use adverbials of time eg. Once
upon a time, one day, later that
day.
Read the story and decide on
the actions. (Retell the story
every day using the actions.)
Make a story map using
Outcome/
audience
To produce a clay model of a tortoise.
To understand the features of a warning
tale.
To retell the story using actions.
To make a story map to help learn the
story.
To box up the story to show a clear
beginning and ending.
pictures and symbols.
Sequence the story and analyse
what makes a good beginning
and ending.
Blue
2
7 – 11 Sept
Green
3
Discussing changes with a partner
and as a class.
Justifying their changes.
Participation in shared boxing up
and shared writes.
Speaking and listening to others in
discussions.
Orally retelling their story and
listening to others.
Box up the tortoise story and
draw a picture to go with each
part to show three clear parts
to the story but with the
emphasis on beginning and
ending.
Fiction – innovation stage.
Retell the story every day using
story circles.
Substitution: Change the
tortoise for a different animal
and the flying for a different
action. E.g. How the camel got
his hump or how the tiger got
his stripes.
Adding: Simultaneously add
more description.
Discuss the possible changes as
a class.
Boxing up of events to identify
a clear beginning and ending.
Shared writes to focus on key
language and text features.
Chn to write their innovated
version of the Tortoise story.
Fiction – invention week.
Discuss the genre of the story
(warning tale) and ensure that
Use phonic knowledge up to and
including phase 5.
Use full stops and capital letters
correctly.
Good letter formation and finger
spaces.
Use good quality adjectives.
Use causal connectives eg. Because
Use adverbials of time eg. Once
upon a time, one day, later that
day.
To retell the story using actions.
To write an innovated version of the story
that has a clear beginning and ending.
Use phonic knowledge up to and
including phase 5.
Use full stops and capital letters
correctly.
To write their own warning tale.
To have a clear beginning and ending to
their story.
14 – 18 Sept
4
21 – 25 Sept
Composing sentences orally.
Participation in all discussions.
Hot seating the main witnesses.
Role play.
Discussing with partner and group
when analysing the text
the chn are clear that their
own story must follow this
style.
Chn to write their own warning
tale in which the main
character is told not to do
something and they don’t listen.
A rescue takes place and the
main character learns a lesson.
Chn to tell their story first
orally, then plan /box it up.
Then compose sentences orally
before writing.
Non – fiction – imitation and
innovation week.
Imitation – chn to write a
recount from the witnesses
point of view (the birds).
Chn to write a recount of the
events from the tortoise’s point
of view.
5
28 Sept – 2
Oct
Speaking about their chosen
event to recount.
Listening to other children’s
ideas.
Hot seating the main witness to
glean information.
Role play.
Analyse and annotate various
recounts to ensure chn are
clear of text and language
features.
Non-fiction – invention week.
Chn to write their own recount
on an article of their own
choice.
Chn to think of something that
Good letter formation and finger
spaces.
Use good quality adjectives.
Use causal connectives eg. Because
Use adverbials of time eg. Once
upon a time, one day, later that
day.
Use phonic knowledge up to and
including phase 5.
Use full stops and capital letters
correctly.
Good letter formation and finger
spaces.
Use good quality adjectives.
Use causal connectives eg. Because
Start with an introduction to ‘hook
the reader’.
Include who? What? When?
Where? And why?
Past tense
Time connectives
Sentence sign posts
Specific and descriptive
Direct speech.
To understand the language and text
features of a recount.
To produce their own recount.
Use phonic knowledge up to and
including phase 5.
Use full stops and capital letters
correctly.
Good letter formation and finger
spaces.
To understand the language and text
features of a recount.
To produce their own recount.
they know lots about and could
therefore write a recount of.
Explore their ideas and get as
many facts noted as possible.
6
Use good quality adjectives.
Use causal connectives eg. Because
Start with an introduction to ‘hook
the reader’.
Include who? What? When?
Where? And why?
Past tense
Time connectives
Sentence sign posts
Specific and descriptive
Direct speech.
ASSESSMENT WEEK
5 – 9 Oct
7
12 – 16 Oct
REVISION & CONSOLIDATION – TO BE PLANNED ON OUTCOMES OF ASSESSMENT WEEK.
CHRISTMAS WEEK.