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Year 1 : Term 2

Lewisham Literacy Strategy

Range:

Fiction and Poetry: traditional stories and rhymes; fairy stories; stories and poems with familiar, predictable and patterned language from a range of cultures, including playground chants, action verses and rhymes; plays.

Non-Fiction: information books, including non-chronological reports, simple dictionaries.
Characters
Non-Fiction Organisation and Structure
Week 1 (1)
Week 2 (1)
Week 3 (1)
Week 4 (1)
Week 5 (1)
Week 6 (1)
Poetry
Story Structure
Week 1 (2)
Week 2 (2)
Week 3 (2)
Week 4 (2)
Week 5 (2)
Week 6 (2)

download termly plan

Continuous Work

Text Level

  • T1 1 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 to choose and read familiar books with concentration and attention, discuss preferences and give reasons;
  • T12 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.

Word Level

  • W4 for guided reading to read on sight high frequency words specific to graded reading books matched to the abilities of reading groups;
  • W5 to read on sight other familiar words, e.g. children's names, equipment labels, classroom captions;
  • W6 to read on sight approximately 30 more high frequency words from Appendix List 1;
  • W9 to spell common irregular words from Appendix List 1;

Handwriting

  • 11 to practise handwriting in conjunction with spelling and independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later.

Focus: CHARACTERS

Suggested texts, activities and resources: Farmer Duck; Chicken Little; Cinderella

Characters: Week 1 (1)

Text Level

  • T8 to identify and discuss characters, e.g. appearance, behaviour, qualities; to speculate about how they might behave; to discuss how they are described in the text; and to compare characters from different stories or plays;
  • T15 to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text:

Sentence Level

  • S3 to predict words from preceding words in sentences and investigate the sorts of words that 'fit', suggesting appropriate alternatives, i.e. that make sense

Word Level: PIPs Step 5

  • W1 1 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: bl; cl; dr; fr; pl; sm; tr

download weekly plan

download character grid

Characters: Week 2 (1)

Text Level

  • T9 to become aware of character and dialogue, e.g. by role-playing parts when reading aloud stories or plays with others;
  • T15 to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text;

Sentence Level

  • S4 to recognise full stops and capital letters when reading and understand how they affect the way a passage is read;

DEW pgs 79-82 'Developing the concept of a sentence'

Word Level: PIPs Step 5

  • 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: br; cl; dr; fr; pl; sm; tr

download weekly plan

Focus: NON-FICTION ORGANISATION AND STRUCTURE

Suggested texts, activities and resources: School - Kath Cox & Pat Hughes; My History - Pat Hughes; Houses and Homes - Ann Morris; Dinosaur - Meredith Hooper; Simple Rhyming Dictionary - Pelican; My Very First Oxford Dictionary

Click here for links to Learning Intentions for Text Level Objectives 17, 18, 19, 20, 21, 23

Non-Fiction Organisation and Structure: Week 3 (1)

Text Level

  • T17 to use terms 'fiction' and 'non-fiction', noting some of their differing features, e.g. layout, titles, contents page, use of pictures, labelled diagrams;
  • T18 to read non-fiction books and understand that the reader doesn't need to go from start to finish but selects according to what is needed
  • T19 to predict what a given book might be about from a brief look at both front and back covers, including blurb, title, illustration; to discuss what it might tell in advance of reading and check to see if it does;

Sentence Level

  • S1 to expect reading to make sense and check if it does not, and to read aloud using expression appropriate to the grammar of 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 (CCVC)
  • W4 to blend to read words containing consonant clusters in final position (CCVC
  • Focus clusters: ld; nk; mp; st; nch

Non-Fiction Organisation and Structure: Week 4 (1)

Text Level

  • T18 18 to read non-fiction books and understand that the reader doesn't need to go from start to finish but selects according to what is needed;
  • T20 to use simple dictionaries, and to understand their alphabetical organisation;
  • T21 to understand the purpose of contents pages and indexes and to begin to locate information by page numbers and words by initial letter
  • T23 to produce extended captions, e.g. to explain paintings in wall displays or to describe artefacts;

Sentence Level

  • S5 to continue demarcating sentences in writing, ending a sentence with a full stop;

DEW pgs 79-82 'Developing the concept of a sentence'

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: nd; lk; nt; lth
  • W8 to investigate and learn spellings of words with 's' for plurals;

Non-Fiction Organisation and Structure: Weeks 5 and 6 (1)

Text Level

  • T24 to write simple questions, e.g. as part of interactive display ('How many…?', 'Where is your house…?');
  • T25 to assemble information from own experience, e.g. food, pets; to use simple sentences to describe, based on examples from reading; to write simple non-chronological reports; and to organise in lists, separate pages, charts.

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, read on, leave a gap and re-read;

DEW Unit 7

Word Level: PIPs Step 5

  • W2 to know more phoneme-grapheme correspondences (v, w, x, y, z)

Revise and consolidate:

  • W1 to hear phonemes within consonant clusters
  • W3 to segment to spell words containing consonant clusters in initial position (CCVC) and final position (CVCC)
  • W4 to blend to read words containing consonant clusters in initial position (CCVC) and final position (CVCC)
  • Focus clusters: All, paying particular attention to those class had most difficulty with
  • W10 new words from reading and shared experiences and to make collections of personal interest or significant words and words linked to particular topics;

Focus: POETRY

Suggested texts, activities and resources: No Hickory, No Dickory, No Dock - John Agard; Down by the River - Grace Hallworth; Skip Across the Ocean - Floella Benjamin

Poetry: Week 1 (2)

Text Level

  • T1 to learn and recite simple poems and rhymes, with actions, and to re-read them from the text
  • T13 to substitute and extend patterns from reading through language play, e.g. by using same lines and introducing new words, extending rhyming or alliterative patterns, adding further rhyming words, lines;

Sentence Level

Word Level: PIPs Step 4

  • W1 to hear and say phonemes in the medial position a; i; o
  • W2 to know pheneme-grapheme correspondences a; i; o
  • W3 to segment to spell CVC words containing a; i; o

download weekly plan

download writing frame 'Walking Round The Zoo' and 'See Me Walking...'

Poetry: Week 2 (2)

Text Level

  • T1 to learn and recite simple poems and rhymes, with actions, and to re-read them from the text
  • T13 to substitute and extend patterns from reading through language play, e.g. by using same lines and introducing new words, extending rhyming or alliterative patterns, adding further rhyming words, lines;

Sentence Level

Word Level: PIPs Step 4

  • W1 to hear and say phonemes in the medial position e; u
  • W2 to know pheneme-grapheme correspondences e; u; f
  • W3 to segment to spell CVC words containing a; e; i; o; u

download weekly plan

download poem
'One Smiling Grandma..' and poetry frames

Focus: STORY STRUCTURE

Suggested texts, activities and resources: Traditional Stories and Fairy tales; Bringing the Rain to Kapiti Plain - Verna Aardema; The Leopard's Drum - Jessica Southami; Handa's surprise - Eillen Browne

Story Structure: Week 3 (2)

Text Level

  • T4 to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in re-telling, e.g. by comparing oral versions with the written text; to refer to relevant phrases and sentences;
  • T5 to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral re-tellings;
  • T7 to discuss reasons for, or causes of, incidents in stories;
  • T14 to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version;

Sentence Level

  • S6 to use the term sentence appropriately to identify sentences in text, i.e. those demarcated by capital letters and full stops;

DEW pages 79-82: 'Developing the concept of a sentence'

Word Level

  • W2 to know pheneme-grapheme correspondences b; r; ng
  • W3 to segment to spell CVC words
  • W4 to blend to read CVC words

Story Structure: Week 4 (2)

Text Level

  • T6 to identify and discuss a range of story themes, and to collect and compare;
  • T10 to identify and compare basic story elements, e.g. beginnings and endings in different stories

Sentence Level

  • S7 to use capital letters for the personal pronoun 'I', for names and for the start of a sentence

DEW page 83: Capital letters and question marks

Word Level

  • W2 To know pheneme-grapheme correspondences j; p; th; qu
  • W3 To segment to spell CVC words
  • W4 to blend to read CVC

Story Structure: Weeks 5 and 6 (2)

Text Level

  • T14 to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version;
  • T16 to use some of the elements of known stories to structure own writing;

Sentence Level

DEW Unit 6

Word Level: PIPs Step 4

Revise and consolidate:

  • W1 to hear and say phonemes in the medial position a; e; I; o; u
  • W2 to know more phoneme grapheme-correspondences a; e; I; o; u; f; qu; b; r; j; p; th; ng
  • W3 to segment to spell CVC words
  • W4 4 to blend to read CVC words

Other

  • W7 to recognise the critical features of words, e.g. length, common spelling patterns and words within words;