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Year 1 : Term 1

Lewisham Literacy Strategy

Range:

Fiction and Poetry: stories with familiar settings; stories and rhymes with predictable and repetitive patterns.

Non-Fiction: signs, labels, captions, lists, instructions.

FICTION: Stories and Rhymes
NON-FICTION: Captions and Labels
Week 1 (1)
Week 2 (1)
Week 3 (1)
Week 4 (1)
Week 1 (1)
Week 2 (1)

FICTION: Settings and Incidents
NON_FICTION: Instructions
Week 1 (2)
Week 2 (2)
Week 3 (2)
Week 1 (2)
Week 2 (2)
Week 3 (2)

download termly plan


Continuous Work

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;

Sentence Level

All sentence level objectives should be taught continuously after having been addressed as blocked work.

Also see DEW Pages 78-82

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;

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.


Fiction Focus: STORIES AND RHYMES

Suggested texts, activities and resources: See Fiction Unit of Work

Stories and Rhymes: Week 1 (1)

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;
download weekly plan

Stories and Rhymes: Week 2 (1)

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;

download weekly plan

Stories and Rhymes: Week 3 (1)

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)

download weekly plan

Stories and Rhymes: Week 4 (1)

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

download weekly plan

Non-Fiction Focus: CAPTIONS AND LABELS

Suggested texts, activities and resources: See Fiction Unit of Work

Captions and Labels: Week 1 (1)

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;

download weekly plan

Captions and Labels: Week 2 (1)

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;

download weekly plan


Fiction Focus: SETTINGS AND INCIDENTS

Suggested texts, activities and resources: See DEW Unit 4

Settings and Incidents: Week 1 (2)

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

Settings and Incidents: Week 2 (2)

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

Settings and Incidents: Week 3 (2)

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


Non-Fiction Focus: INSTRUCTIONS

Suggested texts, activities and resources: See DEW Unit 5

Instructions: Week 1 (2)

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

Instructions: Weeks 2 and 3 (2)

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