Back
to Medium Term Plans
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Year
2 : Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: stories
and a variety of poems with familiar settings.
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Non-Fiction:
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;
- T9
through shared and guided writing to apply phonological,
graphic knowledge and sight vocabulary to spell words
accurately;
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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;
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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;
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POETRY
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Suggested
texts, activities and resources:
See
Unit of Work
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Poetry:
Week 1 (1)
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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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download
weekly plan
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Poetry:
Week 2 (1)
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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;
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download
weekly plan
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Poetry:
Week 3 (1)
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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;
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download
weekly plan
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download
poem 'Mark'
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Fiction
Focus: THEMES
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Suggested
texts, activities and resources:
See
DEW Unit 10
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Themes:
Week 1 (1)
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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;
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Themes:
Week 2 (1)
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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;
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Themes:
Week 3 (1)
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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
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Non-Fiction
Focus: INSTRUCTIONS
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Suggested
texts, activities and resources: See DEW Unit
11
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Instructions:
Week 1 (2)
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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
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Instructions:
Week 2 (2)
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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;
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Instructions:
Week 3 (2)
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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
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Fiction
Focus: STORY STRUCTURE
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Suggested texts,
activities and resources: See Unit of Work
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Story
Structure: Week 1 (2)
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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
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download
weekly plan
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download
phoneme boxes
download
story plan
download
writing frame 'My friend had...'
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Story
Structure: Week 2
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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
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download
weekly plan
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download
story plan (day 3)
download
story plan (day 4)
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Story
Structure: Week 3
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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
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download
weekly plan
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download
writing frame (day 2)
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