ST ALBAN'S CATHOLIC PRIMARY SCHOOL DIOCESE OF EAST ANGLIA Christ Be Our Light

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1 ST ALBAN'S CATHOLIC PRIMARY SCHOOL DIOCESE OF EAST ANGLIA Christ Be Our Light St Alban s School exists to ensure that all children believe, achieve and succeed English Overview Class: Year 2 Term: Spring 2014 Week: Area of Learning Learning Objectives: Homework oral instructions and children practise giving and following oral instructions. how to read and follow simple written instructions and children read and follow simple written instructions. The teacher and children analyse language features of written instructions. Children can follow a series of simple instructions correctly. Children can effectively give oral instructions in the correct sequence. Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure. Children can identify key features of written instructions. Children can write a series of instructions, including diagrams. Children can investigate their own area of interest about the topic healthy lifestyles. They can present their work in any way they would like, e.g. stories, poetry, reports, instructions, artwork or making a recipe. It can be presented using a computer or without. Suggested ideas: - Choose and make a favourite recipe. - Create their own recipe (real or silly) - Write a script. - Act out a play. - Find out about the Author Roald Dahl. - Investigate illnesses and medicines. - Investigate the life of Florence Nightingale and her contribution to modern life. - Share their skills in a particular sport or game. - Develop exercises to help them maintain a healthy lifestyle how to write instructions and the teacher and children write a set of instructions together. Children write their own instructions and evaluate. Children can write a simple sequence of instructions to be followed by another child or group. They use appropriate tense consistently, indicate sequence clearly, for example through numbering or use of sequencing words, and include a detailed diagram. This project should be a piece of additional work that the child enjoys and shares with their family. It will be presented to the class in the last week of the half term. Due date:

2 Dramatising Extended Stories George s Marvellous Medicine. Read an extended story by a significant author as a serial. Summarise the plot and look at links between events. Make predictions at key moments in the story. Track a particular character and notice ways that they change. Analyse pieces of dialogue, re-enact and improvise new dialogue. Evaluate the story and discuss techniques used by the author to sustain the reader's interest. Children can identify and describe the main characters of a story. Children can make predictions about a text and discuss the way characters develop across a story. Children recognise and use speech bubbles. Children recognise and use speech marks. Children recognise and use a script dialogue Dramatising Extended Stories George s Marvellous Medicine. Groups work together to dramatise a scene from one of the stories they have written. They present it to the class who then evaluate the performance and make constructive comments. Children will be able to write a script from an extended story including stage direction. Children can work as a member of a group to present a scene from a known story to an audience. Children can respond to presentations by making constructive comments Report writing - Florence Nightingale. Children will be able to recall facts to write a report about the life of Florence Nightingale. Half Term Read several books by the same author (in shared and independent reading). Compare similarities and differences and express personal response. Find out Children can talk about a text and explain their reaction to it. Children can make inferences about characters and use the text to support their answers. Children can count syllables in polysyllabic words. Can blend to read trigraphs. Children can investigate their own area of interest about the topic weather. They can present their work in any way they would like, e.g. stories, poetry, reports, instructions, artwork or making a recipe. It can be presented using a computer or without. Suggested ideas: - Write a story in the style of Roger Hargreaves.

3 more about the author. Draw attention to features of the author's style. Explore characterisation in an author's books by gathering evidence from the text, interpreting information and responding imaginatively through drama activities. Pose and answer questions about particular characters and look for evidence of change during the course of the story. Explore characterisation in an author's books by gathering evidence from the text, interpreting information and responding imaginatively through drama activities. Pose and answer questions about particular characters and look for evidence of change during the course of the story. Work collaboratively in a group to investigate the style of another author. Each group member reads at least one book and evaluates in writing. Discuss and agree on features of the author's style and a favourite to recommend to the class. Children can make inferences about characters and use the text to support their answers. Children can work as a member of a group to discuss and reach agreement over a task. - Write a comic strip for a story by Roger Hargreaves. - Act out a story by Roger Hargreaves. - Write a poem about the weather. - Write a weather report. - Write an information book about weather around the world. - Design and make a weather instrument. - Keep a weather diary, including measuring temperature, rainfall, wind direction etc. - Present a weather forecast for Great Britain. This project should be a piece of additional work that the child enjoys and shares with their family. It will be presented to the class in the last week of the half term. Due date: Phase 4 Use drama and discussion to explore ideas for a new story about a character created by Children plan and write a sustained story about a familiar character. Children can use the past tense, third person and can include some dialogue and detail to add interest.

4 one of the chosen authors. Children plan and write their own complete stories, with: consistent use of third person and past tense; descriptions of settings and characters; some dialogue. Read a range of non-fiction texts, identifying organisational features of the text including index pages, glossary and title pages. Construct a glossary of words drawn from another curriculum area. Discuss how diagrams, charts, labels and captions are used in nonfiction texts. Investigate and record the key features of explanation texts. Demonstrate how to organise stages in a process using time and causal connectives. Revisit and clarify the key features of the text-type. Construct a pictorial flow chart based on an investigation from another curriculum area. Phase 4 Demonstrate how to write an explanation text using causal connectives to create wholetext cohesion. Children write their own explanation text Children can find a key word using an index and then locate the relevant information on a page. Children demonstrate that they have understood information read from a book or screen by noting the main points. Children can make and use a class glossary of special interest words related to the investigation and give explanations and definitions. Children can follow a line of enquiry emerging from their own questions. Children can use technical vocabulary and causal connectives to explain a process or phenomenon. Children can model a process using models, pictures and diagrams and explain the process to peers. Children can recognise the structure and language features of an explanation text. Children can make choices about the best way to present information in an explanation text, using flow charts and diagrams. Children note information collected from reading more than one source, their own practical work in another curriculum area and the use of visual representation that models a process. This is presented as a written, diagrammatic explanation text or as an oral presentation using a flow chart or diagram for support.

5 sequenced correctly and using causal connectives to link sections of the text.

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