Autumn term 1: Baseline assessment. Autumn term 2: 1 Literacy and 1 CLJ piece. Spring term 1: Fiction. Spring term 2: Non fiction - Report

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1 Year 1 medium term plan Literacy Planning follows the teaching sequence from reading to writing, ensuring a balance of reading and writing within each unit. L iteracy planning is based on high quality literature, poetry and non- fiction texts, which provide inspiration for a final written outcome. Speaking, listening, drama and creative approaches are embedded as key teaching approaches. This ensures speaking and listening objectives are fully covered. Grammar is taught in context and pupils have the opportunity to practice and consolidate skills through discrete games and collaborative activities and explicit sentence level work prior to applying skills in the c ontext of the final written outcome. Spelling is taught discretely however should be practised and driven through the modelling and teaching of writing. I have planned in spelling adjectives which are appropriate to the text being taught,however you must ensure all year group objectives are covered. Fictional Texts are suggested and approaches drawn from CLPE Book Power Year 1. Daily phonics sessions to be taught as well as spelling. Grammar terminology to be introduced: letter, capital letter Term 1 Term 2 word, singular, plural sentence punctuation, full stop, question mark, exclamation mark Evidence for Writing moderation: Please ensure you have annotated pieces of writing with what the child can do and what the child s targets are. Also provide details of any support given if an aided piece and note if the piece was unaided. Work should be stuck in progress books once moderated. Autumn term 1: Baseline assessment Autumn term 2: 1 Literacy and 1 CLJ piece Spring term 1: Fiction Spring term 2: Non fiction - Report Evidence must include, supported and independent and come from Literacy, Big Writing and CLJ. Fiction, non-fiction and poetry represented. (photocopies of work in books can be used). Summer term1: 1 literacy and 1 CLJ Summer term 2: Big Writing Year 1 submit annotated supported pieces until ready to write independently.

2 Autumn 1 and 2 8 weeks 7 weeks Through the Keyhole! Fiction Non Fiction Poetry Stories with predictable phrasing 3 4 weeks Suggested Texts Use approaches drawn from CLPE Dear Zoo The Gruffalo Brown Bear Brown Bear Not Now Bernard Peace at Last Reading Outcome: becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. recognising and joining in with predictable phrases Make predictions about what will happen next Join in with discussions Written Outcome: Write simple sentences using patterned language, words and phrases taken from familiar stories. saying out loud what they are going to write about composing a sentence orally before writing it How words can combine to make sentences (Use Alan Peat W words) Separation of words with spaces Spelling Outcome: Daily phonics Lists and captions 1-2 weeks Collect examples of texts with labelling and captions Reading Outcome: drawing on what they already know or on background information and vocabulary provided by the teacher Written Outcome: Write labels and sentences for an in- class exhibition/museum display saying out loud what they are going to write about composing a sentence orally before writing it How words can combine to make sentences Spelling Outcome adding s and es to words (plural of nouns and the third person singular of verbs) He sleeps in a bed She brushes her teeth Link labelling and captions to other curriculum areas science, history, art/dt pshce Recount 2 weeks Link to a trip or special day (Produce models for children to read together) Reading Outcome: explain clearly their Vocabulary Building Focus on poems that describe a character from Fiction unit 1-2 weeks Teaching poetry 4 8 year olds by Alan Peat Reading Outcome: learning to appreciate rhymes and poems, and to recite some by heart Written Outcome: Read, write and perform free verse saying out loud what they are going to write about composing a sentence orally before writing it Separation of words with spaces taught diagraphs Structure Rhyming couplets 1 week Teaching poetry 4 8 year olds by Alan Peat Reading Outcome: learning to appreciate rhymes and poems, and to recite some by

3 - Adding s and es to words. (Plural of nouns) - cats, dogs, beds, rooms Link to Music joining in/writing chants, simple songs Link spelling to curriculum and maths/counting objects Fiction 3 weeks Traction Man is Here by Mini Grey follow CLPE Bookpower year 1 Reading Outcome(s): being encouraged to link what they read or hear to their own experiences To read for pleasure and enjoyment To retell stories, ordering events and using story language Explore themes and characters through improvisation and role play Written Outcome: Create a story board composing a sentence orally before writing it.sequencing sentences to form short narratives.re-reading what they have written to check that it makes sense. How words can combine to make sentences understanding of what is read to them Written Outcome: Write simple first person recounts based on personal experience, using adverbs of time to aid sequencing Sequencing sentences to form short narratives Spelling Outcome: Adding ed to regular verbs Apply to wider curriculum science experiments/dt days heart Written Outcome: Recite familiar poems off by heart Revision of previously taught objectives Spelling Outcome: - Link to diagraphs previously taught and exploit opportunities that arise to teach new ones Poetry applied to other areas of the curriculum Spelling Outcome: Adding ing to verbs lots of examples of this in text

4 Spring 1 and 2 5 weeks 6 weeks Food Glorious Food! Contemporary Fiction 4 weeks Beegu Follow CLPE Book Power year 1 for guidance Reading Outcome: being encouraged to link what they read or hear to their own experiences discussing the significance of the title and events. Written Outcome: Write a series of sentences to retell events based upon personal experience Writing in role Capital letters and full stops Spelling Outcome: How the prefix un changes the meaning of verbs and adjectives Kind unkind Tie - untie Link to Topic and Geography/PSHCE LINK TO FEELINGS What do you think Beegu would eat? Describing where Beegu is from? Instructions 2 weeks Follow a practical experience and write up instructions Reading Outcome: Written Outcome: A simple non-chron report with a series of sentences to describe aspects of a subject, using the collective from Cats are or oranges come from focus on verb present tense from and sequencing using time connectives diagraphs to writing Link to Healthy Eating Report 2 weeks Link to wider curriculum counties.fruit Reading Outcome: explain clearly their understanding of what is read to them. Written Outcome: A simple non chron report with a series of sentences to describe aspects of a subject using general nouns Cats are Capital letters, full stops and questions marks Spelling Outcome: Adding er and est to adjectives where no change is needed to the root word Use pictures to compare the animals Structure Rhyming Couplets 1 week Tasty Poems A collection of short poems about food by Jill Bennett Reading Outcome: Recite familiar poems off by heart vowel diagraphs to writing Vocabulary building 1 week Tasty Poems A collection of short poems about food by Jill Bennett Fruits by Valarie Bloom Reading Outcome: Written Outcome: Read, write and perform free verse Focus on punctuation vowel diagraphs to writing

5 smaller, smallest bigger, biggest Link reports to wider curriculum Also use comparative language across the curriculum to re-enforce spellings Summer 1 and 2 6 weeks 7 weeks Oh I do Like to be beside the SEASIDE! Traditional tales and fairy Tales 6 weeks (You may wish to do another tale in the 2 nd term so shorten this unit weeks Collect lots of traditional tales and read with the children using drama and role play. The Story tree retold by Hugh Lupton (clpe) No Dinner by Jessica Souhami - follow clpe Book power Year 1 Reading Outcome: becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Predict and infer using what they know already Written Outcome: Write a re telling of a traditional story Joining words and joining clauses using and Spelling Outcome: Adding the endings ing, ed and er to Explanations: Link to Science Reading Outcome: Check what they read makes sense Explain what they have read or been read to Written Outcome: Draw pictures to illustrate a simple process and prepare several sentences to support the explanation use of because/and Spelling Outcome: Division of words into syllables Each syllable is like a beat in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear. pocket, rabbit, carrot, thunder, sunset Vocabulary Building/ Take one Poet 1-2 Seaside Poems by Jill Bennett The Puffin Book of Fantastic Verse Reading Outcome: learning to appreciate rhymes and poems, and to recite some by heart Written Outcome: Writing personal responses to poetry and reciting familiar poetry Punctuation for year 1 Spelling Outcome: teach year 1 spelling that have not been covered

6 verbs where no change is needed to the root word ing and er always add an extra syllable to the word and ed sometimes does. The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt ed. If the verb ends in two consonant letters (the same or different), the ending is simply added on. hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper A necklace of Raindrops by Joan Aiken Study further traditional tales in term 2 Report: Link to Seaside 2 3 weeks Reading Outcome: checking that the text makes sense to them as they read, and correcting inaccurate reading explain clearly their understanding of what is read to them Written Outcome: A simple non chron report with a series of sentences to describe aspects of a subject Expanding sentences using a connective Spelling Outcome Exploit opportunities to teach year 1 objectives that have not been taught yet Please try to include previously taught genres and objectives as much as possible in CLJ INSTRUCTIONS, EXPLANATIONS, REPORTS, RECOUNTS NARRATIVE AND POETRY