Back to Medium Term Plans
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Year
1 : Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: stories
with familiar settings; stories and rhymes with predictable
and repetitive patterns.
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Non-Fiction:
signs,
labels, captions, lists, instructions.
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download
termly plan
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Continuous
Work
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Text
Level
- T1
to reinforce and apply their word-level skills through
shared and guided reading;
- T2
to use phonological, contextual, grammatical and graphic
knowledge to work out, predict and check the meanings of
unfamiliar words and to make sense of what they
read;
- T3
through shared and guided writing to apply phonological,
graphic knowledge and sight vocabulary to spell words
accurately;
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Sentence
Level
All
sentence level objectives should be taught continuously
after having been addressed as blocked work.
Also
see DEW Pages 78-82
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Word
Level: THROUGH PiPs Step 3 and 4
- W1
from YR, to practise and secure the ability to rhyme, and
to relate this to spelling patterns through:
- exploring
and playing with rhyming patterns;
- generating
rhyming strings, e.g. fat, hat, pat;
- W2
from YR, to practise and secure alphabetic letter
knowledge and alphabetic order;
- W3
from YR to practise and secure the ability to hear
initial and final phonemes in CVC words, e.g. fit, mat,
pan;
- W4
to discriminate and segment all three phonemes in CVC
words;
- W5
to blend phonemes to read CVC words in rhyming and
non-rhyming sets;
- W6
to represent in writing the three phonemes in CVC words,
spelling them first in rhyming sets, then in non-rhyming
sets;
- W7
for guided reading, to read on sight high frequency words
specific to graded books matched to the abilities of
reading groups;
- W9
to read on sight approximately 30 high frequency
words identified for Y1 and Y2 from Appendix List 1;
- W11
to spell common irregular words from Appendix List
1;
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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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Fiction
Focus: STORIES AND RHYMES
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Suggested
texts, activities and resources:
See
Fiction Unit of Work
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Stories
and Rhymes: Week 1 (1)
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Text
Level
- T6
to recite stories and rhymes with predictable and
repeating patterns, extemporising on patterns orally by
substituting words and phrases, extending patterns,
inventing patterns and playing with rhyme
- T10
to use rhymes and patterned stories as models for their
own writing;
Sentence
Level: DEW pages 78-82
- S1
to expect written text to make sense and to check for
sense if it does not;
- S4
to write captions and simple sentences, and to
re-read, recognising whether or not they make sense, e.g.
missing words, wrong word order
Word
Level: PiPs
3
- W1
to hear and say phonemes in final position
- W3
to know more phoneme-grapheme correspondences. focus
phonemes: l, n, sh
Word
Level: Other
- W10
to recognise the critical features of words, e.g.
length, common spelling patterns and words within
words;
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download
weekly plan
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Stories
and Rhymes: Week 2 (1)
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Text
Level
- T6
to recite stories and rhymes with predictable and
repeating patterns, extemporising on patterns orally by
substituting words and phrases, extending patterns,
inventing patterns and playing with rhyme
- T10
to use rhymes and patterned stories as models for their
own writing;
Sentence
Level: DEW pages 78-82
- S1
to expect written text to make sense and to check for
sense if it does not;
- S4
to write captions and simple sentences, and to
re-read, recognising whether or not they make sense, e.g.
missing words, wrong word order
Word
Level: PiPs
3
- W1
to hear and say phonemes in final
position
- W3
to know more phoneme-grapheme correspondences. focus
phonemes: d, k, ch
Word
Level: Other
- W10
to recognise the critical features of words, e.g.
length, common spelling patterns and words within
words;
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download
weekly plan
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Stories
and Rhymes: Week 3 (1)
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Text
Level
- T5
to describe story settings and incidents and relate them
to own experience and that of others;
- T6
to recite stories and rhymes with predictable and
repeating patterns, extemporising on patterns orally by
substituting words and phrases, extending patterns,
inventing patterns and playing with rhyme;
- T11
to make simple picture storybooks with sentences,
modelling them on basic text conventions, e.g. cover,
author's name, title, layout;
Sentence
Level
- S2
to use awareness of the grammar of a sentence to decipher
new or unfamiliar words, e.g. predict text from the
grammar
- S9
to use a capital letter for the personal pronoun 'I' and
for the start of a sentence.
Word
Level: PiPs
3
- S2
to consolidate previously learned phoneme-grapheme
correspondences recognising that some alter in final
position. focus phonemes: s (ss), k (ck)
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download
weekly plan
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Stories
and Rhymes: Week 4 (1)
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Text
Level
- T5
to describe story settings and incidents and relate them
to own experience and that of others;
- T6
to recite stories and rhymes with predictable and
repeating patterns, extemporising on patterns orally by
substituting words and phrases, extending patterns,
inventing patterns and playing with rhyme;
- T11
to make simple picture storybooks with sentences,
modelling them on basic text conventions, e.g. cover,
author's name, title, layout;
Sentence
Level
- S2
to use awareness of the grammar of a sentence to decipher
new or unfamiliar words, e.g. predict text from the
grammar
- S9
to use a capital letter for the personal pronoun 'I' and
for the start of a sentence.
Word
Level: PiPs
Step 3
- W1
to hear and say phonemes in final position
- W3
to know more phoneme-grapheme correspondences.focus
phonemes: s, g, d, ch
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download
weekly plan
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Non-Fiction
Focus: CAPTIONS AND LABELS
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Suggested
texts, activities and resources:
See
Fiction Unit of Work
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Captions
and Labels: Week 1 (1)
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Text
Level
- T12
to read and use captions, e.g. labels around the school,
on equipment;
- T14
to write captions for their own work, e.g. for display,
in class books;
Sentence
Level: DEW pages 78-82
- S4
to write captions and simple sentences, and to re-read,
recognising whether or not they make sense, e.g. missing
words, wrong word order;
Word
Level: PiPs
3
- W1
to hear and say phonemes in final position
- W3
to know more phoneme-grapheme correspondences. focus
phonemes: m, n, h, sh
Word
Level: Other
- W8
to read on sight other familiar words, e.g. children's
names, equipment labels, classroom captions;
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download
weekly plan
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Captions
and Labels: Week 2 (1)
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Text
Level
- T12
to read and use captions, e.g. labels around the school,
on equipment;
- T14
to write captions for their own work, e.g. for display,
in class books;
Sentence
Level: DEW pages 78-82
- S4
to write captions and simple sentences, and to re-read,
recognising whether or not they make sense, e.g. missing
words, wrong word order;
Word
Level: PiPs
3
- W1
to hear and say phonemes in final position
- W2
to consolidate previously learned phoneme-grapheme
correspondences recognising that some alter in final
position.
- W3
to know more phoneme-grapheme correspondences.focus
phonemes: k, t, ss, ck
Word
Level: Other
- W8
to read on sight other familiar words, e.g. children's
names, equipment labels, classroom captions;
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download
weekly plan
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Fiction
Focus: SETTINGS AND INCIDENTS
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Suggested
texts, activities and resources: See DEW Unit
4
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Settings
and Incidents:
Week
1 (2)
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Text
Level
- T5
to describe story settings and incidents and relate them
to own experience and that of others;
- T9
to write about events in personal experience linked to a
variety of familiar incidents from stories;
Sentence
Level: DEW Unit 4
- S4
to
write captions and simple sentences, and to re-read,
recognising whether or not they make sense, e.g. missing
words, wrong word order;
- S9
to
use a capital letter for the personal pronoun 'I' and for
the start of a sentence.
Word
Level: PIPs
Step 4
- W1
to hear and say phonemes in the medial
position
- W2
to know more pheneme-grapheme correspondences
- W3
to segment to spell CVC words
- W4
to blend to read CVC words focus phonemes: a, i,
o
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Settings
and Incidents:
Week
2 (2)
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Text
Level
- T5
to describe story settings and incidents and relate them
to own experience and that of others;
- T9
to write about events in personal experience linked to a
variety of familiar incidents from stories;
Sentence
Level: DEW Unit 4
- S4
to
write captions and simple sentences, and to re-read,
recognising whether or not they make sense, e.g. missing
words, wrong word order;
- S9
to
use a capital letter for the personal pronoun 'I' and for
the start of a sentence.
Word
Level: PIPs
Step 4
- W1
to hear and say phonemes in the medial
position
- W2
to know more pheneme-grapheme correspondences
- W3
to segment to spell CVC words
- W4
to blend to read CVC words focus phonemes: e, u,
f
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Settings
and Incidents:
Week
3 (2)
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Text
Level
- T3
to notice the difference between spoken and written forms
through re-telling known stories; compare oral versions
with the written text;
- T7
to re-enact stories in a variety of ways, e.g. through
role-play, using dolls or puppets;
Sentence
Level: DEW Unit 4
- S3
to
draw on grammatical awareness, to read with appropriate
expression and intonation, e.g. in reading to others, or
to dolls, puppets;
Word
Level: PIPs
Step 4
- W1
to hear and say phonemes in the medial
position
- W2
to know more pheneme-grapheme correspondences
- W3
to segment to spell CVC words
- W4
to blend to read CVC words focus phonemes: b, r,
ng
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Non-Fiction
Focus: INSTRUCTIONS
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Suggested texts,
activities and resources: See DEW Unit 5
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Instructions:
Week 1 (2)
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Text
Level
- T4
to read and follow simple instructions, e.g. for
classroom routines, lists for groups in
workbooks;
- T15
to make simple lists for planning, reminding,
etc.;
Sentence
Level: DEW
pages 78-82
- S6
to begin using the term sentence to identify sentences in
text;
Word
Level: PIPs
Step 4
- W1
to hear and say phonemes in the medial
position
- W2
to know more pheneme-grapheme correspondences
- W3
to segment to spell CVC words
- W4
to blend to read CVC words focus phonemes: j, p, th,
qu
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Instructions:
Weeks
2 and 3 (2)
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Text
Level
- T4
4. to read and follow simple instructions, e.g. for
classroom routines, lists for groups in
workbooks;
- T16
to write and draw simple instructions and labels for
everyday classroom use, e.g. in role play area, for
equipment.
Sentence
Level: Unit
5
- S4
- to
write captions and simple sentences, and to re-read,
recognising whether or not they make sense, e.g.
missing words, wrong word order;
- to
recognise full stops and capital letters when reading,
and name them correctly;
- to
begin using the term sentence to identify sentences in
text;
- S7
that a line of writing is not necessarily the same as
a sentence
Word
Level
- W1
to hear and say phonemes in the medial
position
- W2
to know more pheneme-grapheme correspondences
- W3
to segment to spell CVC words
- W4
to blend to read CVC words focus phonemes: all from
this half term
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