Literacy Planning Year 1 Medium Term Spring 0
Literacy Medium Term Planning Class 6: Year 1 (HA) Autumn Term 2 2015
|Talk for Writing |Text |Genre |Focus |
|Narrative |How Tortoise got his shell |Warning tale |Openings and endings |
|Non-Fiction | | |Recount. |
Fiction Non-fiction
|Immersion in the text |Working with the text |Vocabulary |Ideas for innovation |
|Role-play area, |Discuss the genre of the story (warning tale). Talk |Use adverbials of time e.g. one day, once upon a |Substitution: Change the tortoise for a different animal|
|Wow starter – children to piece together lots of |about other warning tales that they might know. |time. |and the flying for a different action. E.g. How the |
|jumbled pieces to make three different tortoises. Chn |Retell the story as a whole class each day using |Use good quality adjectives. |camel got his hump or how the tiger got his stripes. |
|to make a tortoise each out of air drying clay. |actions. Move to story circles and pairs when |Use simple connectives ‘so that’ ‘and’ ‘because’. |Adding: Simultaneously add more description. |
|Concentrating on the ‘pieces’ on his shell. |confident. |Use interesting adjectives to extend noun phrases | |
| |Story map the story. |and add detail to descriptions. |Chn to write a recount of the events from the tortoise’s|
|Retell story as a class each day in week 1. In story |Sequence the story. |Use words to indicate that they are writing a |point of view. |
|circles in week 2 and in pairs in week 3. |Story mountains. |warning tale e.g. ‘silly old tortoise’. | |
|Story map the story. |Compose sentences orally before writing. |Full stops and capital letters to be high profile. | |
|Sequence the story. |Independent application of phonics up to and |Chn to attempt one line of direct speech with | |
|Identify different parts of a story. |including phase 5. |inverted commas. |Ideas for invention |
| |Uses capital letters and full stops correctly. | |Chn to write their own warning tale in which the main |
|Wow starter. |Discuss the meaning of ‘soared’ find synonyms. | |character is told not to do something and they don’t |
|Role play to interview witnesses (birds). |Use adverbials of time e.g. one day, once upon a |Start with an introduction to ‘hook the reader’. |listen. A rescue takes place and the main character |
|Hot seating of the main characters to glean more |time. |Include who? What? When? Where? And why? |learns a lesson. |
|information. |Use good quality adjectives to set the scene and |Past tense | |
| |describe the characters. |Time connectives |Chn to write their own recount on an article of their |
|Role-play area, |Understand the different parts of a story, with |Sentence sign posts |own choice. |
|Wow starter – children to piece together lots of |particular emphasis on the beginning and ending. |Specific and descriptive | |
|jumbled pieces to make three different tortoises. Chn | |Direct speech | |
|to make a tortoise each out of air drying clay. |Analyse and annotate various recount texts to |Use adverbials of time e.g. one day, once upon a | |
|Concentrating on the ‘pieces’ on his shell. |familiarize the chn with the features. |time. | |
| | |Use good quality adjectives. | |
|Retell story as a class each day in week 1. In story |Understand the purpose of a recount. |Use simple connectives ‘so that’ ‘and’ ‘because’. | |
|circles in week 2 and in pairs in week 3. | |Use interesting adjectives to extend noun phrases | |
|Story map the story. |Chn to write a recount of the events of what |and add detail to descriptions. | |
|Sequence the story. |happened to Tortoise from point of view of all the |Use words to indicate that they are writing a | |
|Identify different parts of a story. |other birds who were watching. |warning tale e.g. ‘silly old tortoise’. | |
| |Discuss the genre of the story (warning tale). Talk |Full stops and capital letters to be high profile. | |
|Wow starter. |about other warning tales that they might know. |Chn to attempt one line of direct speech with | |
|Role play to interview witnesses (birds). |Retell the story as a whole class each day using |inverted commas. | |
|Hot seating of the main characters to glean more |actions. Move to story circles and pairs when | | |
|information. |confident. | | |
| |Story map the story. |Start with an introduction to ‘hook the reader’. | |
| |Sequence the story. |Include who? What? When? Where? And why? | |
| |Story mountains. |Past tense | |
| |Compose sentences orally before writing. |Time connectives | |
| |Independent application of phonics up to and |Sentence sign posts | |
| |including phase 5. |Specific and descriptive | |
| |Uses capital letters and full stops correctly. |Direct speech | |
| |Discuss the meaning of ‘soared’ find synonyms. | | |
| |Use adverbials of time e.g. one day, once upon a | | |
| |time. | | |
| |Use good quality adjectives to set the scene and | | |
| |describe the characters. | | |
| |Understand the different parts of a story, with | | |
| |particular emphasis on the beginning and ending. | | |
| | | | |
| |Analyse and annotate various recount texts to | | |
| |familiarize the chn with the features. | | |
| | | | |
| |Understand the purpose of a recount. | | |
| | | | |
| |Chn to write a recount of the events of what | | |
| |happened to Tortoise from point of view of all the | | |
| |other birds who were watching. | | |
| | | |Substitution: Change the tortoise for a different animal|
| | | |and the flying for a different action. E.g. How the |
| | | |camel got his hump or how the tiger got his stripes. |
| | | |Adding: Simultaneously add more description. |
| | | | |
| | | |Chn to write a recount of the events from the tortoise’s|
| | | |point of view. |
| | | | |
| | | | |
| | | | |
| | | |Ideas for invention |
| | | |Chn to write their own warning tale in which the main |
| | | |character is told not to do something and they don’t |
| | | |listen. A rescue takes place and the main character |
| | | |learns a lesson. |
| | | | |
| | | |Chn to write their own recount on an article of their |
| | | |own choice. |
| | | | |
|Phonics – Green Group (HA) JR |Green writing target HA 1a/1b SS |Blue writing target MA 1b TE |Red writing target LA 1c/1b JR |
|Practice recognition and recall of phase 2, 3 & 5 as |(1a targets) |(1b targets) |(1c targets) |
|they are learned. Teach new graphemes for reading. |To begin to some sentence connectives. |To have more consistent control over word order. |To show some control over word order. |
|Practice reading and spelling words with adjacent |Some simple sentences make grammatical sense. |To leave finger spaces. |To attempt familiar forms of writing e.g. lists, |
|consonants and words with newly learned graphemes. |Writing shows recognition of full stops as a symbol |To use a simple writing frame. |labelling, recounts, stories and instructions. |
|Learn new phonemes /zh/ as in treasure. Teach reading |to demarcate sentences. |To begin to use capital letters for personal pronoun|To use full stops in writing. |
|the words oh, their, people, Mr, Mrs, looked, called, |Begins to add some detail to their writing. |‘I’ and in simple sentences, showing an |To usually use a capital letter for own name. |
|asked. Teach spelling the words said, so, have, like, |Can write a sentence or phrase which has meaning in |understanding of why full stops are used. |To understand that writing must make sense. |
|some, come, were, there. Practise reading and spelling|context. |To show a beginning in stories. |To write recognizable letters and words or symbols to |
|HF and polysyllabic words. Practise reading and writing|Will make a reasonable attempt at spelling key |To use information and idea from own experiences as |convey meaning. |
|sentences. Practice recognition and recall of graphemes|words. |a basis for writing. |To read back own writing. |
|and different pronunciations of graphemes as they are |Unfamiliar words are recognisable. |To structure some phrases and simple statements |To spell some simple words correctly. |
|learned. Teach alternative pronunciations of graphemes |Letters are usually clearly shaped and correctly |using recognisable words to communicate ideas. |To write each single letter grapheme in response to the |
|for reading. Teach reading the words water, where, who,|orientated. |To ensure writing can generally be understood |phoneme. |
|again, thought, through, work, mouse, many, laughed, |(1b targets) |without mediation. |To identify and write most initial sounds. |
|because, different, any, eyes, friends, once, please. |To have more consistent control over word order. |To consistently spell a few key words accurately. |To identify initial and dominant phonemes in words. |
|Teach spelling the words little, one, do, when, what, |To leave finger spaces. |To spell CVC words correctly. |To ensure some commonly used letters are shaped |
|out. |To use a simple writing frame. |To identify initial, stressed and final phonemes in |correctly but may be inconsistent in their size and |
| |To begin to use capital letters for personal pronoun|words. |orientation. |
|Phonics – Blue Group (MA) TE |‘I’ and in simple sentences, showing an |To begin to recognise common spelling patterns e.g. |To begin to leave spaces between words. |
|Practice recognition and recall of phase 2, 3 & 5 as |understanding of why full stops are used. |‘ee’. | |
|they are learned. Teach new graphemes for reading. |To show a beginning in stories. |To ensure most letters are clearly shaped and |(1b targets) |
|Practice reading and spelling words with adjacent |To use information and idea from own experiences as |correctly orientated. |To have more consistent control over word order. |
|consonants and words with newly learned graphemes. |a basis for writing. |To use spaces between words consistently. |To leave finger spaces. |
|Learn new phonemes /zh/ as in treasure. Teach reading |To structure some phrases and simple statements | |To use a simple writing frame. |
|the words oh, their, people, Mr, Mrs, looked, called, |using recognisable words to communicate ideas. | |To begin to use capital letters for personal pronoun ‘I’|
|asked. Teach spelling the words said, so, have, like, |To ensure writing can generally be understood | |and in simple sentences, showing an understanding of why|
|some, come, were, there. Practise reading and spelling|without mediation. | |full stops are used. |
|HF and polysyllabic words. Practise reading and writing|To consistently spell a few key words accurately. | |To show a beginning in stories. |
|sentences. Practice recognition and recall of graphemes|To spell CVC words correctly. | |To use information and idea from own experiences as a |
|and different pronunciations of graphemes as they are |To identify initial, stressed and final phonemes in | |basis for writing. |
|learned. Teach alternative pronunciations of graphemes |words. | |To structure some phrases and simple statements using |
|for reading. Teach reading the words water, where, who,|To begin to recognise common spelling patterns e.g. | |recognisable words to communicate ideas. |
|again, thought, through, work, mouse, many, laughed, |‘ee’. | |To ensure writing can generally be understood without |
|because, different, any, eyes, friends, once, please. |To ensure most letters are clearly shaped and | |mediation. |
|Teach spelling the words little, one, do, when, what, |correctly orientated. | |To consistently spell a few key words accurately. |
|out. |To use spaces between words consistently. | |To spell CVC words correctly. |
| | | |To identify initial, stressed and final phonemes in |
|Phonics - Red Group (LA) SS |Green Group Guided Reading (HA) TE | |words. |
|Start phase 5. Teach new graphemes for reading. |Target 1a | |To begin to recognise common spelling patterns e.g. |
|Practice reading and spelling words with adjacent |Blends phonemes to read CVC words. | |‘ee’. |
|consonants and words with newly learned graphemes. |Can read at least 40% of year 1 and 2 words | |To ensure most letters are clearly shaped and correctly |
|Learn new phonemes /zh/ as in treasure. Teach reading |correctly and other familiar and important words. | |orientated. |
|the words oh, their, people, Mr, Mrs, looked, called, |Read texts aloud pausing at full stops and beginning| |To use spaces between words consistently. |
|asked. Teach spelling the words said, so, have, like, |to use some expression. | | |
|some, come, were, there. Practice reading and spelling|Use awareness of the grammar of a sentence to help | | |
|HF and polysyllabic words. Practice reading and writing|decipher new or unfamiliar words. | | |
|sentences. Practice recognition and recall of graphemes|Beginning to understand the difference between | | |
|and different pronunciations of graphemes as they are |fiction and non-fiction, make predictions based on | | |
|learned. Teach alternative pronunciations of graphemes |title, blurb, cover etc. | | |
|for reading. Teach reading the words water, where, who,|Locate specific information in text to find answers | | |
|again, thought, through, work, mouse, many, laughed, |to simple questions. | | |
|because, different, any, eyes, friends, once, please. |Make choices from a selection of texts and begin to | | |
|Teach spelling the words little, one, do, when, what, |justify preferences. | | |
|out. | |Blue Group Guided Reading (MA) SS | |
| |During non-fiction part of TFW, all groups GR books |Target 1b | |
| |to be information texts. |(1a targets) | |
| | |. | |
| | |(1b targets) | |
| | |To read 40% of reception words accurately. | |
| | |To use initial letter cues. | |
| | |To understand and use correctly terms referring to | |
| | |conventions of print: book, cover, beginning, end, | |
| | |page, word, letter, line etc. | |
| | |To predict what may happen. | |
| | |To discuss story and characters. | |
| | |To locate and read significant parts of a recount | |
| | |and identify the main points in correct sequence. | |
| | |To say which books they enjoy and why. | |
| | |To behave like a reader. | |
| | | | |
| | |During non-fiction part of TFW, all groups GR books | |
| | |to be information texts. | |
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| | | |Red Group Guided Reading (LA) JR |
| | | |Target 1b |
| | | |(1b targets) |
| | | |To read 40% of reception words accurately. |
| | | |To use initial letter cues. |
| | | |To understand and use correctly terms referring to |
| | | |conventions of print: book, cover, beginning, end, page,|
| | | |word, letter, line etc. |
| | | |To predict what may happen. |
| | | |To discuss story and characters. |
| | | |To locate and read significant parts of a recount and |
| | | |identify the main points in correct sequence. |
| | | |To say which books they enjoy and why. |
| | | |To behave like a reader. |
| | | | |
| | | |During non-fiction part of TFW, all groups GR books to |
| | | |be information texts. |
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|Week |Speaking & Listening |Talk for writing |Sentence & Word level |Outcome/ |
|Home books | | | |audience |
|Red |Discussions and team work to complete wow day |Fiction – imitation stage. |Use phonic knowledge up to and including phase |To produce a clay model of a tortoise. |
|1 |challenge. |Wow Day! Chn to put together three cut up |5. |To understand the features of a warning tale. |
| |Listening to and following instructions. |puzzles per group to produce three pictures of |Use full stops and capital letters correctly. |To retell the story using actions. |
|31 Aug – 4 Sept |Listening to the story and retelling it with |different tortoises. Stick them onto sugar |Good letter formation and finger spaces. |To make a story map to help learn the story. |
| |the actions. |paper to make the pictures complete. |Use good quality adjectives. |To box up the story to show a clear beginning and |
| |Retelling their story using their story maps. |Chn to make a clay model each of a tortoise |Use causal connectives eg. Because |ending. |
| | |with the emphasis on making the shell look |Use adverbials of time eg. Once upon a time, | |
| | |right by scoring it correctly. When dry chn to |one day, later that day. | |
| | |paint their tortoises. | | |
| | | | | |
| | |Read the story and decide on the actions. | | |
| | |(Retell the story every day using the actions.)| | |
| | | | | |
| | |Make a story map using pictures and symbols. | | |
| | | | | |
| | |Sequence the story and analyse what makes a | | |
| | |good beginning and ending. | | |
| | | | | |
| | |Box up the tortoise story and draw a picture to| | |
| | |go with each part to show three clear parts to | | |
| | |the story but with the emphasis on beginning | | |
| | |and ending. | | |
|Blue |Discussing changes with a partner and as a |Fiction – innovation stage. |Use phonic knowledge up to and including phase |To retell the story using actions. |
|2 |class. |Retell the story every day using story circles.|5. |To write an innovated version of the story that has a |
| |Justifying their changes. | |Use full stops and capital letters correctly. |clear beginning and ending. |
|7 – 11 Sept |Participation in shared boxing up and shared |Substitution: Change the tortoise for a |Good letter formation and finger spaces. | |
| |writes. |different animal and the flying for a different|Use good quality adjectives. | |
| | |action. E.g. How the camel got his hump or how |Use causal connectives eg. Because | |
| | |the tiger got his stripes. |Use adverbials of time eg. Once upon a time, | |
| | |Adding: Simultaneously add more description. |one day, later that day. | |
| | |Discuss the possible changes as a class. | | |
| | |Boxing up of events to identify a clear | | |
| | |beginning and ending. | | |
| | |Shared writes to focus on key language and text| | |
| | |features. | | |
| | |Chn to write their innovated version of the | | |
| | |Tortoise story. | | |
|Green |Speaking and listening to others in |Fiction – invention week. |Use phonic knowledge up to and including phase |To write their own warning tale. |
|3 |discussions. |Discuss the genre of the story (warning tale) |5. |To have a clear beginning and ending to their story. |
| |Orally retelling their story and listening to |and ensure that the chn are clear that their |Use full stops and capital letters correctly. | |
|14 – 18 Sept |others. |own story must follow this style. |Good letter formation and finger spaces. | |
| |Composing sentences orally. |Chn to write their own warning tale in which |Use good quality adjectives. | |
| | |the main character is told not to do something |Use causal connectives eg. Because | |
| | |and they don’t listen. A rescue takes place and|Use adverbials of time eg. Once upon a time, | |
| | |the main character learns a lesson. |one day, later that day. | |
| | |Chn to tell their story first orally, then plan| | |
| | |/box it up. Then compose sentences orally | | |
| | |before writing. | | |
|4 |Participation in all discussions. |Non – fiction – imitation and innovation week. |Use phonic knowledge up to and including phase |To understand the language and text features of a |
| |Hot seating the main witnesses. |Imitation – chn to write a recount from the |5. |recount. |
|21 – 25 Sept |Role play. |witnesses point of view (the birds). |Use full stops and capital letters correctly. |To produce their own recount. |
| |Discussing with partner and group when | |Good letter formation and finger spaces. | |
| |analysing the text |Chn to write a recount of the events from the |Use good quality adjectives. | |
| | |tortoise’s point of view. |Use causal connectives eg. Because | |
| | | |Start with an introduction to ‘hook the | |
| | |Hot seating the main witness to glean |reader’. | |
| | |information. |Include who? What? When? Where? And why? | |
| | |Role play. |Past tense | |
| | |Analyse and annotate various recounts to ensure|Time connectives | |
| | |chn are clear of text and language features. |Sentence sign posts | |
| | | |Specific and descriptive | |
| | | |Direct speech. | |
| |Speaking about their chosen event to recount. |Non-fiction – invention week. |Use phonic knowledge up to and including phase |To understand the language and text features of a |
| |Listening to other children’s ideas. |Chn to write their own recount on an article of|5. |recount. |
|5 | |their own choice. |Use full stops and capital letters correctly. |To produce their own recount. |
| | |Chn to think of something that they know lots |Good letter formation and finger spaces. | |
|28 Sept – 2 Oct | |about and could therefore write a recount of. |Use good quality adjectives. | |
| | |Explore their ideas and get as many facts noted|Use causal connectives eg. Because | |
| | |as possible. |Start with an introduction to ‘hook the | |
| | | |reader’. | |
| | | |Include who? What? When? Where? And why? | |
| | | |Past tense | |
| | | |Time connectives | |
| | | |Sentence sign posts | |
| | | |Specific and descriptive | |
| | | |Direct speech. | |
|6 |ASSESSMENT WEEK |
| | |
|5 – 9 Oct | |
|7 |REVISION & CONSOLIDATION – TO BE PLANNED ON OUTCOMES OF ASSESSMENT WEEK. |
| |CHRISTMAS WEEK. |
|12 – 16 Oct | |
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