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Back to Medium Term Plans
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Year 1 : Term 3
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: stories
about fantasy worlds, poems with patterned and predictable
structures; a variety of poems on similar themes.
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Non-Fiction:
information
texts including recounts of observations, visits,
events.
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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
- T4
to read with sufficient concentration to complete a text,
and to identify preferences and give reasons;
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Sentence
Level
- S1
to expect reading to make sense and check if it does
not;
- S2
to use awareness of the grammar of a sentence to
decipher new or unfamiliar words, e.g. predict text from
the grammar, read on, leave a gap and
re-read;
- S3
to read familiar texts aloud with pace and expression
appropriate to the grammar, e.g. pausing at full stops,
raising voice for questions;
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Word
Level
- W2
to read on sight high frequency words specific to graded
books matched to the abilities of reading
groups;
- W3
to read on sight other familiar words;
- W4
to read on sight approximately 30 more high frequency
words from Appendix List 1;
- W7
to spell common irregular words from Appendix List
1;
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Handwriting
- 10
to practise handwriting in conjunction with spelling
(above) and independent writing, ensuring correct letter
orientation, formation and proportion, in a style that
makes the letters easy to join later.
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Focus:
NARRATIVE LANGUAGE AND RETELLING
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Suggested texts,
activities and resources: The
Bear Under the Stairs - Helen Cooper; The Tiger who
Came To Tea - Judith Kerr; Bear Hunt - Anthony
Browne; Where the Wild Things Are - Maurice
Sendak
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Narrative
Language and Retelling: Week 1 (1)
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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;
- T13
to write about significant incidents from known
stories;
Sentence
Level
Word
Level:
PIPs
Step
- W1
to hear phonemes within consonant clusters
- W3
to segment to spell words containing consonant clusters
in the initial position (CCVC)
- W4
to blend to read words containing consonant clusters in
initial position (CCVC)
- focus
clusters: gl; sc; scr; sn; spr; sw; tw
Other:
- W9
the terms 'vowel' and 'consonant';
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Narrative
Language and Retelling: Week 2 (1)
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Text
Level
- T5
to re-tell stories, to give the main points in sequence
and to pick out significant incidents;
- T6
to prepare and re-tell stories orally, identifying
and using some of the more formal features of story
language;
- T13
to write about significant incidents from known
stories;
Sentence
Level
- S4
about word order, e.g. by re-ordering sentences,
predicting words from previous text, grouping a range of
words that might 'fit', and discussing the reasons
why;
Word
Level: PIPs
Step 5
- W1
to hear phonemes within consonant
clusters
- W3
to segement to spell words containing consonant
clusters in the
- initial
position (CCVC)
- W4
to blend to read words containing consonant clusters
in initial position (CCVC)
- Focus
clusters: Dw; sk; spl; squ; str; shr; thr
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Narrative
Language and Retelling: Week 3 (1)
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Text
Level
Sentence
Level
Word
Level: PIPs
Step 5
- W1
to hear phonemes within consonant clusters
- W3
to segment to spell words containing consonant clusters
in the final position (CCVC)
- W4
to blend to read words containing consonant clusters in
final position (CCVC
- Focus
clusters: sk; lp; ft; lt; lf;
Other:
- W6
to investigate and learn spellings of verbs with 'ed'
(past tense), 'ing' (present tense) endings;
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Focus:
THEMES AND POETRY
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Suggested
texts, activities and resources: Poems about School -
Brian Moses; The Sandwich That Max Made - Literacy
Links
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Themes
and Poetry: Week 4 (1)
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Text
Level
- T9
to read a variety of poems on similar themes, e.g.
families, school, food;
- T10
to compare and contrast preferences and common
themes in stories and poems;
Sentence
Level
- T15
to use poems or parts of poems as models for own writing,
e.g. by substituting words or elaborating on the
text;
Word
Level:
PIPs Step
5
- W1
to hear phonemes within consonant clusters
- W3
to segment to spell words containing consonant clusters
in the final position (CVCC)
- W4
to blend to read words containing consonant clusters in
final position (CVCC)
- Focus
clusters: Sp; ct; pt; xt
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Themes
and Poetry: Week 5 (1)
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Text
Level
- T9
to read a variety of poems on similar themes, e.g.
families, school, food;
- T10
to compare and contrast preferences and common themes in
stories and poems;
- T16
to compose own poetic sentences, using repetitive
patterns, carefully selected sentences and
imagery;
Sentence
Level
Word
Level: Revise
and consolidate
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Focus:
NON-FICTION
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Suggested
texts, activities and resources: At School - Karen
Bryant-Mole; This Bowl of Earth - Jan Mark
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Non-Fiction:Week
1 (2)
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Text
Level
- T19
to identify simple questions and use text to find
answers. To locate parts of text that give particular
information including labelled diagrams and charts, e.g.
parts of a car, what pets eat, clothes that keep us
warm;
- T22
to write own questions prior to reading for information
and to record answers, e.g. as lists, a completed chart,
extended captions for display, a fact file on
IT.
Sentence
Level
- S7 to add
question marks to questions.
Word
Level: PIPs
Step 6
- W1
to know one representation of each of ten vowel phonemes
(diagraphs ee, ai)
- W2
to segment to spell words containing vowel phonemes (ee,
ai) represented by more than one
letter
to
blend to read words containing vowel phonemes (ee, ai)
represented by more than one letter.
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Non-Fiction:
Week 2 (2)
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Text
Level
- T18
to read recounts and begin to recognise generic
structure, e.g. ordered sequence of events, use of words
like first, next, after, when;
- T20
to write simple recounts linked to topics of
interest/study or to personal experience, using the
language of texts read as models for own writing. Make
group/class books, e.g. our day at school, our trip
to…;
Sentence
Level
Word
Level: PIPs
Step 6
- W1
to know one representation of each of ten vowel phonemes
(diagraphs ie, oa )
- W2
to segment to spell words containing vowel phonemes (ie,
oa) represented by more than one letter
- W3
to blend to read words containing vowel phonemes (ie, oa)
represented by more than one letter.
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Non-Fiction:
Weeks 3 & 4 (2)
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Text
Level
- T17
to recognise that non-fiction books on similar themes can
give different information and present similar
information in different ways;
- T21
to use the language and features of non-fiction texts,
e.g. labelled diagrams, captions for pictures, to make
class books, e.g. 'What We Know About…', 'Our
Pets';
Sentence
Level
- S5
other common uses of capitalisation, e.g. for personal
titles (Mr, Miss), headings, book titles,
emphasis;
Word
Level
- W1
to know one representation of each of ten vowel phonemes
(diagraphs oo (long) )
- W2
to segment to spell words containing vowel phonemes (oo)
represented by more than one letter
- W3
to blend to read words containing vowel phonemes (oo)
represented by more than one letter.
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Focus:
COMPARING TEXTS
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Comparing
Texts: Week 5 (2)
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Text
Level
- T7
to use titles, cover pages, pictures and 'blurbs' to
predict the content of unfamiliar stories;
- T8
to compare and contrast stories with a variety of
settings, e.g. space, imaginary lands, animal
homes;
- T14
to write stories using simple settings, e.g. based on
previous reading;
Sentence
Level
Word
Level
- W4
to know one representation of each of ten vowel phonemes
(diagraphs oo (long) )
- W5
to segment to spell words containing vowel phonemes (oo)
represented by more than one letter
- W6
to blend to read words containing vowel phonemes (oo)
represented by more than one letter.
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Comparing
Texts: Week 6 (2)
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Text
Level
Sentence
Level
- S6 through
reading and writing, to reinforce knowledge of term
sentence from previous terms;
Word
Level: PIPs
Step 6
- W1
to know one representation of each of ten vowel
phonemes (diagraphs oi, ou )
- W2
to segment to spell words containing vowel phonemes (
oi, ou) represented by more than one letter
- W3
to blend to read words containing vowel phonemes (oi,
ou) represented by more than one letter.
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Comparing
Texts: Week 7 (2)
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Text
Level
- T10
to compare and contrast preferences and common themes in
stories and poems;
- T14
to write stories using simple settings, e.g. based on
previous reading;
Sentence
Level
Word
Level: PIPs
Step 6
Revision
and consolidation of :
- W1
to know one representation of each of ten vowel phonemes
(diagraphs ai, ee, ie, oa, oo, ar, ir, oi, ou
)
- W2
to segment to spell words containing vowel phonemes (ai,
ee, ie, oa, oo, ar, ir, oi, ou ) represented by more than
one letter
- W3
to blend to read words containing vowel phonemes (ai, ee,
ie, oa, oo, ar, ir, oi, ou), represented by more than one
letter.
Other
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- W5
to recognise words by common spelling
patterns;
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