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to Medium Term Plans
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Year
2 : Term 3
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: extended
stories; stories by significant children's authors;
different stories by the same author; texts with language
play, e.g. riddles, tongue-twisters, humorous verse and
stories
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Non-Fiction:
information books including non-chronological
reports
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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
- All sentence level
objectives should be taught continuously after having
been addressed as blocked work.
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Word
Level: THROUGH PiPs Step 7 and objectives
- W1
to secure phonemic spellings from previous 5 terms;
(through PiPs).
- W2
to reinforce work on discriminating syllables in
reading and spelling from previous term;
- W4
to secure reading and spelling of all the high
frequency words in Appendix List 1;
- W5
for guided reading, to read on sight high frequency
words likely to occur in graded texts matched to the
abilities of reading groups;
Handwriting
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Focus:
COMPARING TEXTS
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Weeks
1 and 2
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Suggested
texts, activities and resources:
Jill Murphy: (A quiet night in, All in one piece,
Peace at last, On the way home).
Anthony Browne: (Willy and Hugh, The Tunnel, The
Night Shimmy, Gorilla, Changes).
Text
Level
- T4
to compare books by same author: settings, characters,
themes; to evaluate and form preferences, giving
reasons;
- T10
to write sustained stories, using their knowledge of
story elements: narrative, settings, characterisation,
dialogue and the language of story;
Sentence
Level
- S5 to write in
clear sentences using capital letters and full stops
accurately;
Word
Level: PiPs
Step 7
- W1
to segment to spell words containing vowel diagraphs
and triagraphs (oy/oi, ou/ow).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs.
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Week
3
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Suggested
texts, activities and resources: Using above texts or own
selection from other significant authors.
Text
Level
- T3
to notice the difference between spoken and written
forms through re-telling known stories; compare oral
versions with the written text;
Sentence
Level
- S1
to read text aloud with intonation and expression
appropriate to the grammar and punctuation;
Word
Level: PiPs
Step7
- W1
to segment to spell words containing vowel diagraphs
and triagraphs (er/ur/ir).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs.
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Week
4
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Suggested
texts, activities and resources: Camouflage Bubbles
(Cambridge Reading) Ancient Egypt
(Pelican)
Text
Level
- T13
to understand the distinction between fact and
fiction; to use terms 'fact', 'fiction' and 'non-fiction'
appropriately;
- T17
to skim-read title, contents page, illustrations,
chapter headings and sub-headings, to speculate what a
book might be about;
- T14
to pose questions and record these in writing, prior
to reading non-fiction to find answers;
- T15
to use a contents page and index to find way about
text;
- T18
to evaluate the usefulness of a text for its
purpose;
Sentence
Level
- S6
to turn statements into questions, learning a range of
'wh' words typically used to open questions: what, where,
when, who and to add question marks;
Word
Level: PiPs
Step 7
- W1
to segment to spell words containing vowel diagraphs and
triagraphs (air/are/ere/ear).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs
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Week
5
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Suggested
texts, activities and resources: Camouflage Bubbles
(Cambridge Reading); Ancient Egypt (Pelican); What
Babies used to Wear (Pelican).
Text
Level
- T13
to use a contents page and index to find way about
text;
- T16
to scan a text to find specific sections, e.g. key
words or phrases, subheadings;
- T19
to make simple notes from non-fiction texts, e.g. key
words and phrases, page references, headings, to use in
subsequent writing;
Sentence
Level
- S5
to
write in clear sentences using capital letters and full
stops accurately;
Word
Level: PiPs
Step 7
- W1
to segment to spell words containing vowel diagraphs and
triagraphs (air/are/ere/ear).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs
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Focus:
THEMES AND AUTHORS
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Weeks
1 and 2
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Suggested
texts, activities and resources: Themes:
Darkness: (The Owl who was afraid of the dark, Owl
Babies, This is the Bear and the Scary night, A dark, dark
tale).
Friendship: (Jamaica and Brianna, Rainbow fish, Frog
and Toad are friends).
Text
Level
- T7
to compare books by different authors on similar themes;
to evaluate, giving reasons;
- T10
to write sustained stories, using their knowledge of
story elements: narrative, settings, characterisation,
dialogue and the language of story (with focus on writing
stories with similar themes to texts
studied).
Sentence
Level
- S3
to use standard forms of verbs in speaking and writing,
e.g. catch/caught, see/saw, go/went and to use the past
tense consistently for narration;
- S5
to write in clear sentences using capital letters and
full stops accurately;
Word
Level: PiPs
Step 7
- W1
to segment to spell words containing vowel diagraphs
and triagraphs (ar/ear).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs.
Word
Level: Other
- W10
to use synonyms and other alternative words/phrases that
express same or similar meanings; to collect, discuss
similarities and shades of meaning and use to extend and
enhance writing;
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Week
3
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Suggested
texts, activities and resources: Extended texts with
appropriate author 'blurb'.
Text
Level
- T5
to read about authors from information on book
covers, e.g. other books written, whether author is alive
or dead, publisher; to become aware of authorship and
publication;
Sentence
Level: DEW See DEW Unit F (page 141)
- S6
to turn statements into questions, learning a range
of 'wh' words typically used to open questions: what,
where, when, who and to add question marks;
Word
Level: PiPs
Step 7
- W1
to segment to spell words containing vowel diagraphs and
triagraphs (short and long ea/oo, as in bread/leaf,
book/moon).
- W2
to blend to read words containing the same vowel
diagraphs and triagraphs.
Word
Level: Other
- W6
to investigate words which have the same spelling
patterns but different sounds;
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Focus:
NON-FICTION TEXTS
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Week
4
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Suggested
texts, activities and resources: Ancient Egypt
(Pelican); Insect Body Parts (Discovery
World)
Text
Level
- T19
to make simple notes from non-fiction texts, e.g. key
words and phrases
- T21
to write non-chronological reports based on structure
of known texts, e.g. There are two sorts of x
; They
live in x
; the A's have x
; but the B's
etc., using appropriate language to present, sequence and
categorise ideas.
Sentence
Level
- S4
to use commas in lists;
- S5
to write in clear sentences using capital letters and
full stops accurately;
Word
Level:
Continued
revision and consolidation of
PIPs Step
7
Word
Level: Other
- W9
new words from reading linked to particular topics, to
build individual collections of personal interest or
significant words;
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Week
5
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Suggested
texts, activities and resources: Prehistoric Record
Breakers (Discovery World)
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Text
Level
- T20
to write non-fiction texts, using texts read as models
for own writing, e.g. use of headings, sub-headings,
captions;
Sentence
Level
- S5
to write in clear sentences using capital letters and
full stops accurately;
Word
Level:
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Focus:
POETRY
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Weeks
6 and 7
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Suggested
texts, activities and resources:
Riddle-me-Ree;
Nonsense Nursery Rhymes (Richard Edwards); Nonsense
Poems; Colin McNaughton Poetry Anthologies
Text
Level
- T6
to read, respond imaginatively, recommend and collect
examples of humorous stories, extracts,
poems;
- T8
to discuss meanings of words and phrases that create
humour, and sound effects in poetry, e.g. nonsense poems,
tongue-twisters, riddles, and to classify poems into
simple types; to make class anthologies;
- T11
to use humorous verse as a structure for children to
write their own by adaptation, mimicry or substitution;
to invent own riddles, language puzzles, jokes, nonsense
sentences etc., derived from reading; write
tongue-twisters or alliterative sentences; select words
with care, re-reading and listening to their
effect;
Sentence
Level:
- S1
to
read text aloud with intonation and expression
appropriate to the grammar and punctuation;
Word
Level:
Continued revision and consolidation
of PIPs
Step 7
- W1
to spell words with common suffixes, e.g. -ful,
-ly;
- W10
to use synonyms and other alternative words/phrases that
express same or similar meanings; to collect, discuss
similarities and shades of meaning and use to extend and
enhance writing;
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