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English Overview for Year 2Over 12 weeks, the following will be covered by the Hamilton Learning Packs.A rich and varied diet of EnglishIn every week, children will do activities which include Speaking and listening, including reciting rhymes and poemsLanguage-rich fiction and non-fiction texts across a range of genres (see below)Reflecting and thinking prompts Free writing, including creative and informative writingScaffolded writing, including poetry and non-fictionRevision and practice for grammar and punctuation (see below)Comprehension questionsLinks to further reading and suggestions for fun tasksGenresFiction in story-book form – often books are provided as downloads, sometimes as videos on YouTubeFiction in oral story form, as Hamilton videos on YouTubePoetry in oral and written formsInstruction texts Letters and postcardsInformation texts and short illustrated reportsDiaries and recounts Grammar and Punctuation TopicExamplesTerminology Demarcate sentences using capital letters at the start and full stops, exclamation or question marks at the end. The doorbell rang. Who could it be? Mummy answered the door and got a surprise. There was a tiger! SentenceCapital letterFull stopQuestion markExclamation markUse commas in making lists The endangered animals we are looking at are: tigers, pandas, whales and cheetahs. CommaUse adjectives to describe nouns The wild tiger, the black bear and the swimming whale. NounAdjectiveTopicExamplesTerminologyUse conjunctions to join ideas in longer sentencesCo-ordination: using ‘and’, ‘or’ and ‘but’ (Compound)Subordination: using ‘when’, ‘where’, ‘if’, ‘that’ and ‘because’ (Complex)Children need to start using compound and complex sentences in their writing: When the tiger came to tea, he ate up all the food and drank up all the water. If another tiger comes to tea, we have some tins of tiger-food. And, or, butWhen, since, because, if, where, that, althoughUse and distinguish past and present text In a story it is often past tense: The tiger went to the cupboard and took out all the tins. He drank up all the water in the tap. In a description of something which is true now, it is present tense. My favourite colour is red. I like playing princesses and magic games best.VerbTensePastPresentUse adjectival phrases to describe nouns The tiger who came to tea was lovely and gentle. Use apostrophes for contracted forms – relate this to differences between spoken & written English Encourage children to write speech in a realistic way, e.g. I don’t want to come home! ApostropheEach week, we shall provide a ‘Week Summary’ which summarises the learning in all year groups for that week. We will also update this overview, adding further weeks onto the bottom of this document as we publish them on our website. Overview of weekly learning Week 3Day 1 – Read and enjoy a humorous story. Revise conjunctions and writing extended sentences. Day 2 – Re-read the story and read a diary entry. Revise features of diary entries and write a diary entry of their own. Day 3 – Listen to an oral story, sequence the events, re-tell the story.Day 4 – Listen to a different version of the same story and compare the two versions. Produce a character profile.Day 5 – Read Hansel and Gretel. Correct incorrect punctuation in a diary entry and write own correctly punctuated diary entry. Week 4Day 1 – Read and enjoy a non-fiction book on whales (provided). Revise adjectives and use these in writing comparisons in descriptive writing.Day 2 – Watch/read the first part of a biography of Jacques Cousteau and answer questions about it. Day 3 – Finish reading the biography and then revise apostrophes of both types, identifying and using these.Day 4 – Children read a book review of Manfish and identify the features of these texts. They then write their own book review and give the book a score in stars. Day 5 – Revise present and past tense, and then learn about the progressive form. Complete exercises, then do a short piece of creative writing. Week 5Day 1 – Children listen to The Paper Bag Princess read by its author. Teaching provided on PowerPoint presentation on Noun phrases. Use adjectives to write profiles of characters. Day 2 – Re-watch The Paper Bag Princess. Teaching provided on PowerPoint presentation on Noun Phrases. Create humorous phrases from sets of determiners, adverbs, adjectives and nouns. Day 3 – Read a monster poem, It’s Behind You! by David Harmer. Explore how exclamation marks and capitalised words create effect and emphasis. Describe a monster, using these.Day 4 – Read two further monster poems. Learn key poetry terminology; use this vocabulary to compare the two poems. Finish by writing a humorous definition of ‘gribbling’.Day 5 – Re-read the week’s poems along with The Football Field Foul Fiend by Paul Cookson. Look at alliteration, then choose a favourite poem to write about using qualifying adverbs.Week 6Day 1 – Listen to a story – Instructions by Neil Gaiman; identify the key features of instructional writing; locate instructions in a text.Day 2 – Re-listen to a reading of the story; locate verbs in a text; write commands using imperative verbs.Day 3 – Read a story Dream On (provided). Answer comprehension questions on a text; write imaginatively in response to a text.Day 4 – Re-read the story; identify different types of sentence (command, exclamation, question, statement); sort a set of sentences by sentence type.Day 5 – Read a short instructional text; establish how instructions are laid out on the page; write a set of instructions that exhibit all relevant language and layout features.Week 7Day 1 – Read a short fiction text Wild Pets (provided). Answer questions about a text; plan a story based on themes central to a familiar text.Day 2 – Re-read the same story to deepen familiarity; identify and use apostrophes to indicate possession; use a plan to compose a short story.Day 3 – Revise understanding of expanded noun phrases; with help, read a more challenging short fiction text and a story In Every Corner; write descriptively using expanded noun phrases.Day 4 – Identify and use prepositional phrases to extend expanded noun phrases; read poetry.Day 5 – Read further poetry; identify and write similes for description; write imaginatively using expanded noun phrases.Week 8Day 1 – Read a short non-fiction text (diary recount); identify a text by type; answer questions about a text.Day 2 – Listen to a reading of a fiction text; read, spell and sequence familiar words; write imaginatively in response to a text.Day 3 – Re-listen to a fiction text; distinguish between the simple and progressive forms of the past tense; write sentences in both the simple and progressive forms of the past tense. Day 4 – Compare two readings of a text; learn the role of conjunctions in linking ideas within sentences; create a plan for a new diary entry – keep for tomorrow.Day 5 – Read a further short fiction text; write a diary entry based on the plan written yesterday and also those read or heard.Week 9Day 1 – Read a text with instructional elements; learn about imperative verbs in instructional texts; use conjunctions to link ideas in sentences.Day 2 – Read a short fiction text; distinguish between the simple and progressive forms of the past tense.Day 3 – Re-read a familiar text containing instructions; know how to lay-out an instructional text; write a simple instructional text.Day 4 – Read poetry; locate rhyming words in a poem; write sentences containing conjunctions.Day 5 – Read further poetry; identify nouns and adjectives; write sentences containing expanded noun phrases.Week 10Day 1 – Listen to a reading of an Anthony Browne story; know how to use bullet points in a list; use conjunctions to link ideas within sentences.Day 2 – Listen to another story by the same author; compare texts by Anthony Browne; use expanded noun phrases to write descriptively in response to a story.Day 3 – Listen to another story by Anthony Browne; understand the key features of a non-fiction text (book review); write a non-fiction text.Day 4 – Read poetry; identify rhymes; punctuate sentences correctly; write rhyming poetry.Day 5 – Read poetry; learn to use commas correctly; write creatively in response to poetry.Week 11Day 1 – Listen to a story by Lauren Child; recall details from the text; write about aspects of fiction, using conjunctions to link ideas.Day 2 – Re-listen to a fiction text; identify nouns, adverbs and adjectives in a text; write about a fictional character using expanded noun phrases for description.Day 3 – Listen once again to a familiar story; revise the use of commas to separate items in lists and add to unpunctuated sentences. Day 4 – Read an abridged version of a familiar fiction text; answer comprehension questions about the text; write imaginatively in response to a text.Day 5 – Listen to a song lyric; write full, punctuated sentences in a creative piece of writing; use commas in sentences to separate items in lists.Week 12Day 1 – Listen to a story; understand, identify and use prepositions in writing; write a brief conversation between story characters.Day 2 – Re-listen to a story; identify and use nouns, adjectives and adverbs in own writing.Day 3 – Listen to a different story; write imaginatively in response to a story heard; use descriptive language in own writing.Day 4 – Continue to listen to a new story; plan and write a story based on one heard.Day 5 – Read a poem; infer information from reading; write imaginatively in the form of a letter.Week 13Day 1 – Listen to part of a traditional tale; read and write character profiles; write imagined diary entries.Day 2 – Listen to the remainder of a traditional tale; write dialogue as speech bubbles and as punctuated sentences.Day 3 – Listen to an alternative version of a traditional tale; locate rhymes in poetry; explain preferences and give opinions about stories read.Day 4 – Read a fiction text; answer comprehension questions about this; plan a story.Day 5 – Re-read a fiction text; understand the purpose of possessive apostrophes; write a story from plans made earlier.Week 14Day 1 – listen to a new story; sequence events from a narrative; write imaginatively in response to a story.Day 2 – re-listen to a story; define and use the progressive form of the past and present tenses; write imaginatively in response to a story.Day 3 – comment on different versions of the same story; plan and write a story featuring characters from a familiar book; use the past tense (including the progressive form) in story writing.Day 4 – listen to part of another story by the same author; make predictions about the story’s conclusion; identify and write question and statement sentences.Day 5 – listen to the remaining part of the story; identify and write command and exclamation sentences; compare books by the same author; offers opinions about books read.Week 15Day 1 – listen to and engage with the first half of a fiction text, Sam’s Duck; read a non-fiction text and answer questions about it; write a narrative linked to your own life.Day 2 – listen to and respond to the second part of a fiction text; read character profiles; write a character profile.Day 3 – read and respond to a non-fiction text; write a letter.Day 4 – read and think about a further non-fiction text; write a fictional narrative linked to the text.Day 5 – read classic and contemporary poetry; answer questions on poems; write imaginatively in response to the themes suggested by poems. ................
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