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Lewisham Literacy Strategy

Fiction and Poetry: historical stories and short novels; playscripts; poems based on common themes, e.g. space, school, animals, families, feelings, viewpoints.

Non-Fiction: a range of text-types from reports and articles in newspapers and magazines, etc.; instructions.

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Continuous Work

Suggested texts, activities & resources:

Interactive activities: Drama: role play, hot seating: Time out: time to think, paired talk: Get up & go:human sentences: Show me:punctuation/ letter fans, whiteboards

Text Level

Sentence Level

• S1 to re-read own writing to check for grammatical sense (coherence) and accuracy (agreement); to identify errors and to suggest alternative constructions;

Word Level:

• W1 to read and spell words through:
  • identifying phonemes in speech and writing;
  • blending phonemes for reading;
  • segmenting words into phonemes for spelling;
  • correct reading and spelling of high frequency words from KS1 and Y3;
  • identifying syllabic patterns in multi-syllabic words;
  • using phonic/spelling knowledge as a cue, together with graphic, grammatical and contextual knowledge, when reading unfamiliar texts;
  • recalling the high frequency words learnt in KS1 and Y3;
  • Spelling strategies
• W2 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;
• W3 to use independent spelling strategies, including
  • sounding out and spelling using phonemes;
  • using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc?);
  • building from other words with similar patterns and meanings, e.g. medical, medicine;
  • spelling by analogy with other known words, e.g. light, fright;
  • using word banks, dictionaries;
• W4 to practise new spellings regularly by 'look, say, cover, write, check' strategy;

Handwriting

• 15 to use joined handwriting for all writing except where other special forms are required;
• 16 to know when to use:
  • a clear neat hand for finished, presented work;
  • informal writing for everyday informal work, rough drafting, etc;
• 17 to ensure consistency in size and proportions of letters and spacing between letters and words.

NON-FICTION

Suggested texts, activities and resources: See Unit of Work

Non-Fiction: Week 1

Text Level

• T16 to identify different types of text, e.g. their content, structure, vocabulary, style, lay-out and purpose
• T18 to select and examine opening sentences that set scenes, capture interest, etc.; pick out key sentences/phrases that convey information;
• T19 to understand and use the terms fact and opinion; and to begin to distinguish the two in reading and other media;

Sentence Level

• S4 to identify adverbs and understand their functions in sentences through:
  • identifying common adverbs with ly suffix and discussing their impact on the meaning of sentences;
  • noticing where they occur in sentences and how they are used to qualify the meanings of verbs;

Word Level: Spelling Bank p25 and 26

• W9 to recognise and spell the suffixes: -al, -ary, -ic, -ship, -hood, -ness, -ment;

Non-Fiction: Week 2

Text Level

• T17 to identify features of non-fiction texts in print and IT, e.g. headings, lists, bullet points, captions which support the reader in gaining information efficiently;
• T27 to write a non-chronological report, including the use of organisational devices, e.g. numbered lists, headings for conciseness by: generalising some of the details; deleting the least important details.

Sentence Level

• S4 to identify adverbs and understand their functions in sentences through:
  • identifying common adverbs with ly suffix and discussing their impact on the meaning of sentences;
  • noticing where they occur in sentences and how they are used to qualify the meanings of verbs;

Word Level: Spelling Bank p27

• W14 the ways in which nouns and adjectives, e.g. fix, simple, solid, drama, dead can be made into verbs by use of the suffixes -ate, -ify, etc.; investigate spelling patterns and generate rules to govern the patterns;

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Non-Fiction: Week 3

Text Level

• T20 to identify the main features of newspapers, including lay-out, range of information, voice, level of formality; organisation of articles, advertisements and headlines;
• T21 predict newspaper stories from the evidence of headlines, making notes and then checking against the original;
• T23 to investigate how reading strategies are adapted to suit the different properties of IT texts, i.e. those which are scrolled and non-linear in structure; incorporate sound or still and moving images; can be changed; and have a spatial dimension;
• T24 to write newspaper style reports, e.g. about school events or an incident from a story, including:
  • composing headlines;
  • using IT to draft and lay out reports;
  • editing stories to fit a particular space;
  • organising writing into paragraphs;

Sentence Level

• S2 to revise work on verbs from Year 1 term 3 and to investigate verb tenses: (past, present and future):
  • compare sentences from narrative and information texts, e.g. narrative in past tense, explanations in present tense (e.g. 'when the circuit is...'); forecasts/directions etc. in future. Develop awareness of how tense relates to purpose and structure of text;
  • to understand the term 'tense' (i.e. that it refers to time) in relation to verbs and use it appropriately;
  • understand that one test of whether a word is a verb is whether or not its tense can be changed;

Word Level: Spelling Bank p23

• S7 to spell regular verb endings s, ed, ing (link to grammar work on tenses);

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Non-Fiction: Week 4

Text Level

• T17 to identify features of non-fiction texts in print and IT, e.g. headings, lists, bullet points, captions which support the reader in gaining information efficiently;
• T22 to identify features of instructional texts including:
  • noting the intended outcome at the beginning;
  • listing materials or ingredients;
  • clearly set out sequential stages;
  • language of commands, e.g. imperative verbs;
• T25 to write clear instructions using conventions learned from reading;
• T26 to improve the cohesion of written instructions and directions through the use of link phrases and organisational devices such as sub-headings and numbering;

Sentence Level

• S2 to revise work on verbs from Year 1 term 3 and to investigate verb tenses: (past, present and future):
  • compare sentences from narrative and information texts, e.g. narrative in past tense, explanations in present tense (e.g. 'when the circuit is...'); forecasts/directions etc. in future. Develop awareness of how tense relates to purpose and structure of text;
  • to understand the term 'tense' (i.e. that it refers to time) in relation to verbs and use it appropriately;
• understand that one test of whether a word is a verb is whether or not its tense can be changed;

Word Level: Spelling Bank p24

• S8 to spell irregular tense changes, e.g. go/went, can/could;

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FICTION

Fiction: Week 1

Suggested texts, activities and resources: Keeping Henry &endash; N. Bawden

Text Level

• T3 to explore chronology in narrative using written or other media texts, by mapping how much time passes in the course of the story, e.g. noticing where there are jumps in time, or where some events are skimmed over quickly, and others told in detail;
• T4 to explore narrative order: identify and map out the main stages of the story: introductions &endash; build-ups &endash; climaxes or conflicts &endash; resolutions;

Sentence Level

• S2to revise work on verbs from Year 1 term 3 and to investigate verb tenses: (past, present and future):
  • understand that one test of whether a word is a verb is whether or not its tense can be changed;
• S5 to practise using commas to mark grammatical boundaries within sentences; link to work on editing and revising own writing.

Word Level

• W10 to read and spell correctly the words in Appendix List 2;

Fiction: Week 2

Suggested texts, activities and resources: The Butterfly Lion &endash; M. Morpurgo

Text Level

• T9 to use different ways of planning stories, e.g. using brainstorming, notes, diagrams;
• T10 to plan a story identifying the stages of its telling;
• T15 to use paragraphs in story writing to organise and sequence the narrative;

Sentence Level

• S2to revise work on verbs from Year 1 term 3 and to investigate verb tenses: (past, present and future):
  • understand that one test of whether a word is a verb is whether or not its tense can be changed;
• S5 to practise using commas to mark grammatical boundaries within sentences; link to work on editing and revising own writing.

Word Level

Fiction: Week 3

Text Level

• T1 to investigate how settings and characters are built up from small details, and how the reader responds to them;
• T2 to identify the main characteristics of the key characters, drawing on the text to justify views, and using the information to predict actions;
• T11 write character sketches, focusing on small details to evoke sympathy or dislike;
• T12 to write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next?;

Sentence Level

• S3 identify the use of powerful verbs, e.g. 'hobbled' instead of 'went', e.g. through cloze procedure;

Word Level

• W11 to define familiar vocabulary in their own words, using alternative phrases or expressions;

Fiction: Week 4

Suggested texts, activities and resources: Drama & short plays &endash; A. Brown: The Pied Piper of Hamelin &endash; A. Chaplin

Text Level

• T5 to prepare, read and perform playscripts; compare organisation of scripts with stories &endash; how are settings indicated, story lines made clear?
• T6 to chart the build-up of a play scene, e.g. how scenes start, how dialogue is expressed, and how scenes are concluded;

Sentence Level

• S4 to identify adverbs and understand their functions in sentences through:
  • collecting and classifying examples of adverbs, e.g. for speed: swiftly, rapidly, sluggishly; light: brilliantly, dimly;
  • investigating the effects of substituting adverbs in clauses or sentences, e.g. They left the house …ly
  • using adverbs with greater discrimination in own writing;

Word Level

• W12 to use 3rd and 4th place letters to locate and sequence words in alphabetical order;

Fiction: Week 5

Text Level

• T13 to write playscripts, e.g. using known stories as basis;

Sentence Level

• S4 to identify adverbs and understand their functions in sentences through:
  • collecting and classifying examples of adverbs, e.g. for speed: swiftly, rapidly, sluggishly; light: brilliantly, dimly;
  • investigating the effects of substituting adverbs in clauses or sentences, e.g. They left the house …ly
  • using adverbs with greater discrimination in own writing;

Word Level: Spelling Bank p22

• W6 to distinguish between the spelling and meanings of common homophones, e.g. to/two/too; they're/their/there; piece/peace;

POETRY

Poetry: Week 1

Suggested texts, activities and resources: Please Mrs Butler &endash; A Ahlberg

Text Level

• T7 compare and contrast poems on similar themes, particularly their form and language, discussing personal responses and preferences;
• T14 to write poems based on personal or imagined experience, linked to poems read. List brief phrases and words, experiment by trimming or extending sentences; experiment with powerful and expressive verbs;

Sentence Level

Word Level

• W13 to use a rhyming dictionary, e.g. in composing jingles;

Poetry: Week 2

Suggested texts, activities and resources: Earth Wise &endash; W. Cooling

Text Level

• T8 to find out more about popular authors, poets, etc. and use this information to move onto more books by favourite writers;

Sentence Level

Word Level: Spelling Bank p21

• W5 to spell two-syllable words containing double consonants, e.g. bubble, kettle, common;