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Year 2 : Term 1

Lewisham Literacy Strategy

Range:

Fiction and Poetry: stories and a variety of poems with familiar settings.

Non-Fiction: instructions.

POETRY
Fiction: THEMES
Week 1 (1)
Week 2 (1)
Week 3 (1)
Week 1(1)
Week 2 (1)
Week 3 (1)

Non-Fiction: INSTRUCTIONS
Fiction: STORY STRUCTURE
Week 1 (2)
Week 2 (2)
Week 3 (2)
Week 1 (2)
Week 2 (2)
Week 3 (2)

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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;
  • T9 through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately;

Sentence Level

  • S1 to use awareness of grammar to decipher new or unfamiliar words, e.g. to predict from the text; to read on, leave a gap and re-read;

Word Level: THROUGH PiPs Step 6

  • W5 to read on sight and spell approximately 30 more words from Appendix List 1;
  • W6 to read on sight high frequency words likely to occur in graded texts matched to the abilities of reading groups;


POETRY

Suggested texts, activities and resources: See Unit of Work

Poetry: Week 1 (1)

Text Level

  • T7 to learn, re-read and recite favourite poems, taking account of punctuation; to comment on aspects such as word combinations, sound patterns (such as rhymes, rhythms, alliterative patterns) and forms of presentation;
  • T8 to collect and categorise poems to build class anthologies
  • T12 to use simple poetry structures and to substitute own ideas, write new lines;

Sentence Level

Word Level: PiPs Step 6 objectives

Focus diagraphs: ee, ai

  • W1 to know one representation of each of ten vowel phonemes;
  • W2 to segment to spell words containing vowel phonemes represented by more than one letter;
  • W3 to blend to read words containing vowel phonemes represented by more than one letter;

Word Level: Other

  • W8 to secure understanding and use of the terms 'vowel' and 'consonant';
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Poetry: Week 2 (1)

Text Level

  • T7 to learn, re-read and recite favourite poems, taking account of punctuation; to comment on aspects such as word combinations, sound patterns (such as rhymes, rhythms, alliterative patterns) and forms of presentation;
  • T8 to collect and categorise poems to build class anthologies
  • T12 to use simple poetry structures and to substitute own ideas, write new lines;

Sentence Level

Word Level: PiPs Step 6 objectives

Focus diagraphs; ie, oa

  • W1 to know one representation of each of ten vowel phonemes;
  • W2 to segment to spell words containing vowel phonemes represented by more than one letter;
  • W3 to blend to read words containing vowel phonemes represented by more than one letter;

Word Level: Other

  • W4 to investigate and classify words with the same sounds but different spellings;

download weekly plan

Poetry: Week 3 (1)

Text Level

  • T7 to learn, re-read and recite favourite poems, taking account of punctuation; to comment on aspects such as word combinations, sound patterns (such as rhymes, rhythms, alliterative patterns) and forms of presentation;
  • T8 to collect and categorise poems to build class anthologies
  • T12 to use simple poetry structures and to substitute own ideas, write new lines;

Sentence Level

Word Level: PiPs Step 6 objectives

Focus diagraphs: o, or

  • W1 to know one representation of each of ten vowel phonemes;
  • W2 to segment to spell words containing vowel phonemes represented by more than one letter;
  • W3 to blend to read words containing vowel phonemes represented by more than one letter;

Word Level: Other

  • W7 to use word endings, e.g. 's' (plural), 'ed' (past tense), 'ing' (present tense) to support their reading and spelling;

download weekly plan

download poem 'Mark'

Fiction Focus: THEMES

Suggested texts, activities and resources: See DEW Unit 10

Themes: Week 1 (1)

Text Level

  • T3 to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal story elements in re-telling;
  • T10 to use story structure to write about own experience in same/similar form;

Sentence Level

Focus diagraphs: ir, ar

  • W1 to know one representation of each of ten vowel phonemes;
  • W2 to segment to spell words containing vowel phonemes represented by more than one letter;
  • W3 to blend to read words containing vowel phonemes represented by more than one letter;

Themes: Week 2 (1)

Text Level

  • T6 to discuss familiar story themes and link to own experiences, e.g. illness, getting lost, going away;
  • T10 to use story structure to write about own experience in same/similar form;
  • T11 to use language of time (see sentence level work) to structure a sequence of events, e.g. 'when I had finished...', 'suddenly...', 'after that...'

Sentence Level: DEW Unit 10, Unit A, Unit B

  • S2 to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while;
  • S4 to re-read own writing for sense and punctuation;

Word Level: PiPs

Focus diagraphs: oi, ou

  • W1 to know one representation of each of ten vowel phonemes;
  • W2 to segment to spell words containing vowel phonemes represented by more than one letter;
  • W3 to blend to read words containing vowel phonemes represented by more than one letter;

Word Level: Other

  • W8 to read on sight other familiar words, e.g. children's names, equipment labels, classroom captions;

Themes: Week 3 (1)

 Text Level

  • T6 to discuss familiar story themes and link to own experiences, e.g. illness, getting lost, going away;
  • T10 to use story structure to write about own experience in same/similar form;
  • T11 to use language of time (see sentence level work) to structure a sequence of events, e.g. 'when I had finished...', 'suddenly...', 'after that...'

Sentence Level: DEW Unit 10, Unit A, Unit B

  • S2 to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while;
  • S4 to re-read own writing for sense and punctuation;

Word Level: Revise and Consolidate


Non-Fiction Focus: INSTRUCTIONS

Suggested texts, activities and resources: See DEW Unit 11

Instructions: Week 1 (2)

Text Level

  • T13 to read simple written instructions in the classroom, simple recipes, plans, instructions for constructing something;to note key structural features, e.g. clear statement of purpose at start, sequential steps set out in a list, direct language;
  • T15 to write simple instructions, e.g. getting to school, playing a game;

Sentence Level: DEW Unit 11, Unit C

  • to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while; to re-read own writing for sense and punctuation;
  • S6 to use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships.

Word Level: PIPs Step

Focus digraphs: ee, ea

  • to segment to spell words containing vowel diagraphs and trigraphs;
  • to blend to read words containing vowel digraphs and trigraphs

Instructions: Week 2 (2)

Text Level

  • T13 to read simple written instructions in the classroom, simple recipes, plans, instructions for constructing something; to note key structural features, e.g. clear statement of purpose at start, sequential steps set out in a list, direct language;
  • T15 to write simple instructions, e.g. getting to school, playing a game;
  • T16 to use models from reading to organise instructions sequentially, e.g. listing points in order, each point depending on the previous one, numbering;

Sentence Level: DEW Unit 11, Unit C

  • to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while; to re-read own writing for sense and punctuation;
  • S6 to use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships.

Word Level: PIPs Step

Focus digraphs: ai, ay, a-e

  • to segment to spell words containing vowel diagraphs and trigraphs;
  • to blend to read words containing vowel digraphs and trigraphs

Word Level: Other

  • W10 new words from reading linked to particular topics, to build individual collections of personal interest or significant words;

Instructions: Week 3 (2)

Text Level

  • T15 to write simple instructions, e.g. getting to school, playing a game; to use models from reading to organise instructions sequentially, e.g. listing points in order, each point depending on the previous one, numbering;
  • T17 to use diagrams in instructions, e.g. drawing and labelling diagrams as part of a set of instructions;
  • T18 to use appropriate register in writing instructions, i.e. direct, impersonal, building on texts read.

Sentence Level: DEW Unit 11, Unit C

  • to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while; to re-read own writing for sense and punctuation;
  • S6 to use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships.

Word Level: PIPs Step

Focus digraphs: o-e, oa, oe

  • to segment to spell words containing vowel diagraphs and trigraphs;
  • to blend to read words containing vowel digraphs and trigraphs


Fiction Focus: STORY STRUCTURE

Suggested texts, activities and resources: See Unit of Work

Story Structure: Week 1 (2)

Text Level

  • T4 to understand time and sequential relationships in stories, i.e. what happened when;
  • T10 to use story structure to write about own experience in same/similar form;

Sentence Level: DEW Unit C

  • S5 to revise knowledge about other uses of capitalisation, e.g. for names, headings, titles, emphasis, and begin to use in own writing;

Word Level: PIPs

Focus digraphs: i-e,ie, y, igh

  • W1 to segment to spell words containing vowel diagraphs and trigraphs; to hear and say phonemes in the medial position
  • W2 to blend to read words containing vowel digraphs and trigraphs

download weekly plan

 

 

 

 

 

 

download phoneme boxes

download story plan

download writing frame 'My friend had...'

Story Structure: Week 2

Text Level

  • T5 to identify and discuss reasons for events in stories, linked to plot;
  • T10 to use story structure to write about own experience in same/similar form;
  • T11 to use language of time (see sentence level work) to structure a sequence of events, e.g. 'when I had finished...', 'suddenly...', 'after that...';

Sentence Level: Unit A

  • S2 to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while;

Word Level: PIPs

Focus digraphs: oo, u-e, ew, ue

  • W1 to segment to spell words containing vowel diagraphs and trigraphs; to hear and say phonemes in the medial position
  • W2 to blend to read words containing vowel digraphs and trigraphs

download weekly plan

download story plan (day 3)

download story plan (day 4)

Story Structure: Week 3

Text Level

  • T4 to understand time and sequential relationships in stories, i.e. what happened when;
  • T5 to identify and discuss reasons for events in stories, linked to plot;
  • T10 to use story structure to write about own experience in same/similar form;
  • T11 to use language of time (see sentence level work) to structure a sequence of events, e.g. 'when I had finished...', 'suddenly...', 'after that...';

Sentence Level: Unit B

  • S4 to re-read own writing for sense and punctuation;

Word Level: Revise and consolidate

download weekly plan

download writing frame (day 2)