Back to Medium Term Plans

Lewisham Literacy Strategy

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

Non-Fiction: information books including non-chronological reports

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;
• T9 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: 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

• 11 to practise handwriting in conjunction with the phonic and spelling patterns above;

  12 to use the four basic handwriting joins from previous two terms with confidence, and use these in independent writing:

  • 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.

Focus: COMPARING TEXTS

Weeks 1 and 2

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.

Week 3

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.

Week 4

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

Week 5

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

Focus: THEMES AND AUTHORS

Weeks 1 and 2

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;

Week 3

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;

Focus: NON-FICTION TEXTS

Week 4

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;

Week 5

Suggested texts, activities and resources: Prehistoric Record Breakers (Discovery World)

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:

Focus: POETRY

Weeks 6 and 7

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;