|
 Back
to Medium Term Plans
|
|
Year
2 : Term 2
|
Lewisham
Literacy Strategy
|
|
Range:
|
Fiction and
Poetry: traditional
stories: stories and poems from other cultures; stories and
poems with predictable and patterned language; poems by
significant children's poets
|
|
Non-Fiction:
(i)
dictionaries, glossaries, indexes and other alphabetically
ordered texts (ii) explanations
|
|
|
|
 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;
- T12
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, read on, leave a
gap and re-read;
- S2
to
read aloud with intonation and expression appropriate to
the grammar and punctuation (sentences, speech marks,
exclamation marks);
|
|
Word
Level: THROUGH PiPs Step 6
- W5
to secure the reading and spelling of words
containing different spellings of the long vowel phonemes
from Year 1;
- W6
to read on sight and spell all the words from
Appendix List 1;
- W7
for guided reading, to read on sight high frequency
words likely to occur in graded texts matched to the
abilities of reading groups;
- W9
to spell common irregular words from Appendix List
1;
Handwriting
- 12
to practise handwriting patterns from Year 1;
- 13
to practise handwriting in conjunction with the phonic
and spelling patterns above;
- 14
to use and practise the four basic handwriting
joins:
- diagonal
joins to letters without ascenders, e.g. ai, ar,
un;
- horizontal
joins to letters without ascenders, e.g. ou, vi,
wi;
- diagonal
joins to letters with ascenders, e.g. ab, ul,
it;
- horizontal
joins to letters with ascenders, e.g. ol, wh, ot
|
|
|
|
THEMES
AND CHARACTERS
|
|
Suggested
texts, activities and resources:
See
Unit of Work
|
|
Themes
and Characters: Week 1 (1)
|
|
Text
Level
- T3
to discuss and compare story themes;
- T4
to predict story endings/incidents, e.g. from unfinished
extracts, while reading with the teacher
Sentence
Level
- S2
to read aloud with intonation and expression appropriate
to the grammar and punctuation (sentences, speech marks,
exclamation marks);
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
- W3
to blend to read words containing vowel phonemes (ee, ai)
represented by more than one letter
|
|
download
weekly plan
|
|
download
'Story Plan' frame
download
writing frame
|
|
Themes
and Characters: Week 2 (1)
|
|
Text
Level
- T6
to identify and describe characters, expressing own views
and using words and phrases from texts;
- T14
to write character profiles, e.g. simple descriptions,
posters, passports, using key words and phrases that
describe or are spoken by characters in the
text;
Sentence
Level:
See DEW Unit F (page 141)
- S7
to investigate and recognise a range of other ways of
presenting texts, e.g. speech bubbles, enlarged, bold or
italicised print, captions, headings and
sub-headings;
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
|
|
download
weekly plan
|
|
download
'Wanted Poster' writing frame
download
presentation frame
|
|
Themes
and Characters: Week 3 (1)
|
|
Text
Level
- T7
to prepare and re-tell stories individually and through
role-play in groups, using dialogue and narrative from
text;
Sentence
Level: See DEW Unit E (page 140)
- S6
to identify speech marks in reading, understand their
purpose, use the terms correctly
Word
Level: PiPs
Step 6
- W1
to know one representation of each of ten vowel
phonemes (diagraphs oo (long))
- W2
to segment to spell words containing vowel phonemes (oo
(long) represented by more than one letter
- W3
to blend to read words containing vowel phonemes (oo
(long) represented by more than one letter
|
|
download
weekly plan
|
|
|
|
Fiction
Focus: POETRY
|
|
Suggested
texts, activities and resources: Colin McNaughton Poetry
Anthologies; A Lick of the Spoon; Nonsense poems
(Cambridge); ORT Poetry Anthologies (Refer to 'From
Framework to Learning Intentions)
|
|
Click here for
links to Learning Intentions for Text Level Objectives 8, 9,
10, 11, 15
|
|
|
|
|
|
Poetry:
Week 4 (1)
|
|
Text
Level
- T8
to read own poems aloud;
- T9
to identify and discuss patterns of rhythm, rhyme and
other features of sound in different poems;
- T15
to use structures from poems as a basis for writing, by
extending or substituting elements, inventing own lines,
verses; to make class collections, illustrate with
captions; to write own poems from initial jottings and
words;
Sentence
Level
- S2
to
read aloud with intonation and expression appropriate to
the grammar and punctuation (sentences, speech marks,
exclamation marks);
Word
Level: PiPs
Step 6
- W1
to know one representation of each of ten vowel
phonemes (diagraphs ar, ir)
- W2
to segment to spell words containing vowel phonemes (ar,
ir) represented by more than one letter
- W3
to blend to read words containing vowel phonemes (ar, ir)
represented by more than one letter
Word
Level: Other
- W3
to read and spell words containing the digraph 'wh',
'ph', 'ch' (as in Christopher);
- W5
to discriminate, orally, syllables in multi-syllabic
words using children's names and words
from
their reading, e.g. dinosaur, family, dinner, children.
Extend to written forms and note syllable boundary in
speech and writing;
|
|
Poetry:
Week 5 (1)
|
|
Text
Level
- T10
the reading aloud of a poem makes sense and is
effective;
- T11
to identify and discuss favourite poems and poets, using
appropriate terms (poet, poem, verse, rhyme, etc.) and
referring to the language of the poems;
- T15
to use structures from poems as a basis for writing, by
extending or substituting elements, inventing own lines,
verses; to make class collections, illustrate with
captions; to write own poems from initial jottings and
words;
Sentence
Level: DEW See DEW Unit F (page 141)
- S2
to investigate and recognise a range of other ways of
presenting texts, e.g. speech bubbles, enlarged, bold or
italicised print, captions, headings and
sub-headings
Word
Level: PiPs
- 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
Word
Level: Other
- W11
the use of antonyms: collect, discuss differences of
meaning and their spelling
|
|
Poetry:
Week 6 (1)
|
|
Text
Level
- T15
to use structures from poems as a basis for writing, by
extending or substituting elements, inventing own lines,
verses; to make class collections, illustrate with
captions; to write own poems from initial jottings and
words;
Sentence
Level: See DEW Unit H (page 144-147)
- S9
to secure the use of simple sentences in own
writing.
Word
Level: Revise and Consolidate
- 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
(diagraphs ai, ee, ie, oa, oo, ar, ir, oi, ou)
represented by more than one letter
- W3
to
blend to read words containing vowel phonemes (diagraphs
ai, ee, ie, oa, oo, ar, ir, oi, ou) represented by more
than one letter
|
|
|
|
Non-Fiction
Focus: DICTIONARIES AND GLOSSARIES
|
|
Suggested
texts, activities and resources: My First Oxford Dictionary;
Telephone books / Directories
See DEW Unit 13
|
|
Dictionaries
and Glossaries: Week 1 (2)
|
|
Text
Level
- T1
to use dictionaries and glossaries to locate words by
using initial letter;
- T1
that dictionaries and glossaries give definitions
and explanations; discuss what definitions are, explore
some simple definitions in dictionaries;
- T1
to use other alphabetically ordered texts, e.g. indexes,
directories, listings, registers; to discuss how they are
used;
- T19
to read flow charts and cyclical diagrams that explain a
process;
Sentence
Level: See DEW Unit G (pages 142-143)
Word
Level: PIPs
Step 7
- W1
to segment to spell words containing the same vowel
diagraphs and triagraphs (ee, ea (long) )
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs (ee, ea (long) )
Word
Level: Other
- W10
new words from reading linked to particular topics, to
build individual collections of personal interest or
significant words;
|
|
Dictionaries
and Glossaries: Week 2 (2)
|
|
Suggested texts,
activities and resources: See DEW Units 13, 2 &
3
|
|
Text
Level
- T20
to make class dictionaries and glossaries of special
interest words, giving explanations and definitions, e.g.
linked to topics, derived from stories,
poems;
- T21
to produce simple flow charts or diagrams that explain a
process. (DEW Unit 13)
Sentence
Level: DEW Unit 13
Word
Level: PIPs
Step 7
- W1
to segment to spell words containing the same vowel
diagraphs and triagraphs (ai, ay, a-e )
W2
to blend to read words containing the same vowel
diagraphs and triagraphs (ee, ea (long) (ai, ay, a-e)
Word
Level: Other
- W4
to
split familiar oral and written compound words into their
component parts, e.g. himself, handbag, milkman, pancake,
teaspoon
|
|
Dictionaries
and Glossaries: Week 3 (2)
|
|
Text
Level
- T20
to make class dictionaries and glossaries of special
interest words, giving explanations and definitions, e.g.
linked to topics, derived from stories,
poems;
- T21
to produce simple flow charts or diagrams that explain a
process. (DEW Unit 13)
Sentence
Level:
Word
Level: PIPs
Step 7
- W1
to segment to spell words containing the same vowel
diagraphs and triagraphs (ai, ay, a-e )
W2
to blend to read words containing the same vowel
diagraphs and triagraphs (ee, ea (long) (ai, ay, a-e)
|
|
|
|
Fiction
Focus: CHARACTERS AND SETTINGS
|
|
Suggested texts,
activities and resources: Peace at last (J.Murphy);
Bringing the rain from Kapiti Plain
|
|
Characters
and Settings: Week 4 (2)
|
|
Text
Level
- T5
to discuss story settings: to compare differences; to
locate key words and phrases in text; to consider how
different settings influence events and
behaviour;
- T6
to identify and describe characters, expressing own
views and using words and phrases from texts;
Sentence
Level:
See DEW Unit B (pages 134-135)
- S4
to be aware of the need for grammatical agreement in
speech and writing, matching verbs to nouns/pronouns
correctly, e.g. I am; the children are;
Word
Level: PIPs
Step 7
|
|
|
|
|
|
Characters
and Settings: Week 5
|
|
Suggested texts,
activities and resources: Traditional Stories; Puss In
Boots; Jamil's Clever Cat (Fiona French)
SEE DEW Units 12, 5 & 6
|
|
Text
Level
- T13
to use story settings from reading, e.g. re-describe, use
in own writing, write a different story in the same
setting;
- T14
to write character profiles, e.g. simple
descriptions, posters, passports, using key words and
phrases that describe or are spoken by characters in the
text; (DEW Unit 12)
Sentence
Level: See DEW Unit H (pages 144-146)
- S9
to secure the use of simple sentences in own
writing.
Word
Level: PIPs
Step 7
- W1
1 to segment to spell words containing the same vowel
diagraphs and triagraphs (oo, u-e, ew, ue )
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs (oo, u-e, ew, ue)
|
|
|
|
|
|
Characters
and Settings: Week 6
|
|
Text
Level
- T13
to use story settings from reading, e.g. re-describe, use
in own writing, write a different story in the same
setting;
- T14
to write character profiles, e.g. simple
descriptions, posters, passports, using key words and
phrases that describe or are spoken by characters in the
text; (DEW Unit 12)
Sentence
Level: See DEW Unit D (pages 138-139)
- S5
to use verb tenses with increasing accuracy in
speaking and writing, e.g. catch/caught, see/saw, go/went
and to use past tense consistently for
narration
Word
Level: Revise
and consolidate
- W1
to segment to spell words containing the same vowel
diagraphs and triagraphs (ee/ea, ai/ay/a-e, ow/oa/oe/o-e,
i-e/y/igh/ie, oo/ew/ue/u-e)
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs (ee/ea, ai/ay/a-e, ow/oa/oe/o-e,
i-e/y/igh/ie, oo/ew/ue/u-e)
Word
Level: Other
- W8
to spell words with common prefixes, e.g. 'un',
'dis', to indicate the negative;
|
|
|
|
|