Medium Term Plan English Year

Transcription

1 Medium Term Plan English Year Phonics - See TSS Phonics Scope and Sequence: 26 phonemes, VC, CVC, uble letters, diagraphs, vowels, blends, vowel diagraphs, long vowel sounds. Spelling - Following a combination of Phonics Scope and Sequence as well as 100 magic words. Comprehension - Work through Nelson International Comprehension Year 1 Student s Book (Sarah Lindsay) - Title, author, illustrator, character, setting Writing - Character profiles - Beginning, middle and end of a story - Story starters: Once upon a time, Long ago, In a dark wood, etc. - Change the beginning, middle, end of a story - What might come next Grammar and punctuation - Work through Nelson Grammar International Pupil Book 1 (Wendy Wren, Sarah Lindsay) - Capital letters, finger spaces, full stops, exclamation marks, question marks - Nouns - Simple connectives: and, but, because - Verbs - Adjectives: Wow words 1

2 Block Genre Genre Description Genre Objectives / Key Skills Reading & Writing Speaking & Listening 1 Labels, lists Labels, lists and recounts Children learn to read and write labels by grouping letter sounds together. They begin by looking for their own name label (on pigeon hole, at table, on bag) and making name labels for their belongings. They also label items in the classroom (table, water bottle, book). Children then begin reading and writing lists (class list, house point list, shopping list, list of girls/boys, list of items to take when going camping/on holiday). The children also begin to write simple diary recounts eg. We went to PE today. The children also learn the format of a simple thank you letter / invitation linked to events in stories they have heard. (Recount letter/ invitation writing= first writing assessment) Rhyming Children understand that words rhyme because they have the same sound at the end. They listen to and identify rhyming words in simple stories, poems and nursery rhymes. Link sounds to letters, naming and sounding letters of the alphabet Hear and say sounds in words in the order in which they occur Begin to read some high frequency words Recognise that some words rhyme Begin to apply phonic knowledge to decode Segment sounds into their constituent phonemes in order to spell words accurately Identify the main events and characters in stories, Know that print carries meaning Identify the main events and find specific information in simple texts Begin to write simple sentences independently to communicate meaning Begin to use capital letters and full stops when punctuating a sentence Begin to write with obvious spaces between words Form and orientate most letters correctly, using a comfortable and efficient pencil grip instructions, asking for help and clarification if necessary Take to speak, listen to make relevant contributions Listen with enjoyment to 2 Rhyming and Recount continued Rhyming Children increase their understanding of rhyming, and begin to use rhyming words to write simple poems. Recount Children further develop their skills in writing recounts retelling what they did at the weekend, and then writing this. Recognise automatically an increasing number of high frequency words Begin to use rhyming words to write a simple poem Continue to use phonic knowledge to read and spell Segment sounds into their constituent phonemes in order to spell words accurately Make predictions showing an understanding of ideas, events and characters Convey information and ideas in simple nonnarrative forms Listen carefully, building new instructions, asking for help and clarification if necessary Take to speak, listen to 2

3 Create and write short simple texts Increasingly use capital letters and full stops to punctuate sentences Continue to develop handwriting, ensuring ascenders and descenders are becoming more obvious Recognise the terms noun and verb Begin to develop awareness of adjectives Listen with enjoyment to 3 Traditional tales Traditional Tales After listening to traditional tales such as Little Red Riding Hood and The Three Billy Goats Gruff, the Children retell the stories in a story circle. Children take note of story starters, e.g. Once upon a time, Long ago, There once lived... They use drama to retell traditional stories in small groups, with costumes. They then plan and write traditional tales carefully thinking about the characters, settings, beginning, middle and end. Children begin to make their stories more interesting by using exclamation marks, question marks, (and, but, because). (Retell the story = second writing assessment) Recognise automatically an increasing number of familiar high frequency words Continue to use phonic knowledge to read and spell Read more challenging texts Spell unfamiliar words using a variety of strategies including phonics skills, analogy, look, say, cover, write, check Identify the main events and characters in stories, Recognise the main elements that shape different texts Make predications showing an understanding of ideas, events and characters Comment on events and begin to reflect on their own experiences with support Use key features of narrative in their own writing Convey information and ideas in non narrative forms Sequence text accurately Begin to write more complex sentences independently Continue to develop handwriting and presentation, ensuring letters are becoming more uniformly sized Recognise and use a range of adjectives Retell stories, ordering events using story language Interpret a text by reading instructions accurately, asking for help and clarification if needed Take to speak, listen to Act out well known stories, 3

4 using voices for characters 4 Imaginative Writing Fiction Children are given a stimulus for writing eg. a picture, a story writing tub, and they have to compile their own story around it. They will plan and write their own story, thinking about story vocabulary, characters and setting. They will also think about a beginning, middle and end for their story. They will continue to make their writing more interesting by using more complex phrases and sentences, and by using (and, but, because). ( Fiction writing, third writing assessment) Continue to recognise automatically an increasing number of familiar high frequency words Use a variety of strategies to read increasingly challenging texts Spell new words using a variety of strategies Identify the main events and characters in stories, Recognise the main elements that shape different texts Select books for personal reading and give reasons for choices Use an increasing number of key features of narrative in their own writing Continue to find and use new and interesting words and phrases, including story language Continue to independently choose what to write about, plan and follow it through Write increasingly complex texts Write chronological and non chronological texts using simple structures Use capital letters, full stops or question marks Continue to develop handwriting and presentation, ensuring letters are becoming more uniformly sized Continue to use range of adjectives, nouns and verbs regularly Retell stories, ordering events using story language Interpret texts by reading key instructions accurately, asking for help and clarification if necessary Take to speak, listen to Act out well known stories, using voices for characters 4

5 5 Stories from fantasy worlds Stories from fantasy worlds Children listen to, retell and act out stories from fantasy worlds. They begin to understand the features of adventure and mystery stories. They think about the characteristics of an adventure story hero and how to create a journey for an adventure story. Children are reminded of the following terms and their meanings: title, author, illustrator, cover page, characters, settings, beginning, middle and end of a story. Children make up their own stories from fantasy worlds. They learn to write a narrative in which a conflict is resolved. Props such as character cards, setting cards and story planners, help Children to move from retelling stories they have heard, to thinking of their own stories. They are reminded of using exclamation marks, question marks, (and, but, because) to make their stories more exciting for the reader. Continue to develop sight vocabulary Use an increasing number of strategies to spell unfamiliar words Identify the main events and characters in stories Recognise the main elements that shape texts Make predictions showing and understanding ideas, events and characters Visualise and comment on events, characters and ideas, making imaginative links to their own experiences Independently choose what to write about, plan and follow it through Continue to use an increasing number of key features of narrative in their own writing Continue to write more complex texts on paper and on screen that combine words with images and sounds Write chronological and non chronological texts using simple structures Compose and write simple sentences independently to communicate meaning Use capital letters, full stops, and question marks when punctuating sentences Continue to read more challenging texts Continue to use a range of nouns, verbs, adjectives in written work Interpret a text by reading instructions accurately Listen with enjoyment to 5