Literacy Medium Term Planning Class ; Year 2 (EXP 2) Autumn A 2020/2021

Talk for Writing Text Genre Focus

Narrative How the world was made Myth Setting description.

Non-Fiction How to Plant a Seed Instructions.

Immersion in the text Working with the text Vocabulary Ideas for innovation Wow starter – Fiction

Read the story and discuss.

Chn to make musical intrusments. Chn

to use these props to act out the

story.

Chn to work in key worker groups -

adult to have a seletion of different

musical intruments children to guess

which one is playing.

Retell story in story circles (groups).

Story maps.

Boxing up

Discussion of myths.

Role play / drama.

Wow starter – non-fiction.

Read instructions for how to plant a

seed and discuss.

Chn to follow the instructions and

Fiction.

Retell the story each day in groups.

Create story maps.

Discussion of myth tales.

What does ‘myth’ mean?

Discuss writing for different purposes.

Look at a range of different genres of

writing.

Compose sentences orally before

writing.

Independent application of phonics up

to and including phase 3 and phase 4

taught so far.

Begin to use full stops and capital

letters correctly.

Combine words into sentences using

conjunctions ‘and’. ‘but’, ‘or’ and

‘because’.

Identify verbs, nouns and adjectives.

Use interesting and relevant adjective

to make interesting noun phrases.

Non-fiction

Fiction

How

World

Earth

Sky

Universe

Made

Once upon a time

There was

Only darkness

First

Second

Third

Forth

Fifth

Sixth

Seventh

Week

Mountains

Rivers

Oceans

Forest

Trees

Innovation – Chn to change the setting

description from ‘No sun. No moon no

stars. Only darkness’ to one of their

choice. Chn to add some detail in their

setting description as this is lacking in

the original story.

Non-fiction Chn to write their own set of

instructions for how to plant a seed

but by changing the method and

therefore the items in the ‘what you

will need’ section.

Ideas for invention

Invention: Chn to change the setting.

E.g. to a Desert, Artic.

plant a seed. Retell the text each day in groups.

Create text maps.

Discussion of instructional texts.

Discuss writing for different purposes.

Compose sentences orally before

writing.

Independent application of phonics up

to and including phase 3 and 4.

Begin to use full stops and capital

letters correctly.

Start sentences with an adverbial of

time followed by an imperative verb.

Animals/Creatures

Man

Woman

Grasses

Rocks

Plants

Flowers

Rain

Snow Storms thunder lightening

Sun

Moon

Stars

Earth

Planet

Began

Non-fiction

Instructions

First

Next

After that

Finally

Cover

Place

Chn to write their own creation myth

story in this new setting.

Non-fiction

Chn to write their own set of

instructions for how to look after

something e.g. a pet

Phonics – Yellow Group (HA) JH

Phase 4

Practise recognition and recall of phase 2 and 3 graphemes and

reading and spelling CVC words.

Teach and practise reading CVCC words.

Teach and practise spelling CVCC words.

Teaching reading phase 4 tricky words.

Teach spelling phase 4 tricky words.

Practise reading and spelling high frequency words

Practise reading sentences.

Practise writing sentences.

Phonics – Blue Group (MA) TE & HO

Phase 4

Practise recognition and recall of phase 2 and 3 graphemes and

reading and spelling CVC words.

Teach and practise reading CVCC words.

Teach and practise spelling CVCC words.

Teaching reading phase 4 tricky words.

Teach spelling phase 4 tricky words.

Practise reading and spelling high frequency words

Practise reading sentences.

Practise writing sentences.

Phonics - Red Group (LA) JW

Phase 3.

Practice previously learned GPCs.

Teach set 6 & 7 letter and sounds

Teach consonant digraphs

Teach vowel digraphs.

Practise letter names.

Practise blending for reading.

Practise segmentation for spelling.

Teach reading tricky words.

Practice reading and spelling high frequency words.

Teach spelling two syllable words.

Practise reading captions and sentences.

Practise writing captions and sentences.

Yellow writing target (HA) JH Target: EMG 1

Composition: Compose phrases/sentences orally between writing them. Apply phonic knowledge throughout all writing. Begin to recall sentences without prompting Read aloud their writing clearly enough to be heard by peers and teacher. Begin to use connectives Grammar: Identify capital letter and full stops Put a full stop at the end of a piece of writing. Use spaces between words. Know a sentence starts with a capital letter

Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Spell at least 10 (year 1) common exception words. Spell correctly words using the 26 letters of the alphabet. Make a recognisable attempt at spelling the days of the week. Name the letters of the alphabet when shown. Begin to use letter names to distinguish between alternative spellings. Begin to use the suffix ‘s’ and ‘ing’ Begin to write some simple sentences and captions dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting: Form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.

Guided Reading (HA) TE Target: Exp 1

Word Recognition: Apply phonic knowledge independently. Read 40 graphemes. Recognise some alternative sounds for graphemes. Read words that contain two or more syllables. Read 50+ common exception words. Read words containing suffixes (‘er’, ‘ed’ ending). Read words containing plural ‘s’ and ‘es’. Read words containing ‘un’ (prefix) Read words with contractions. Read aloud from books up to 40+ graphemes without overt sounding and blending. Read with increasing pace and fluency. Read from Orange+ book band.

Comprehension: Often choose to read a book alone. Read and understand a range of texts, eg poetry, stories, non-fiction as a group. Answer questions and make inferences about these texts. Link reading to own experiences. Re-tell a range of stories and poetry sequencing events. Understand meaning of words through discussion and context. Predict what may happen, with reasoning. Compare and discuss a range of text types and books by different authors. Attempt to read unknown book without adult support. Listen and demonstrate understanding of fiction, non-fiction and poetry. Re-tell a text, sequencing main events. Use terms fiction and non-fiction, beginning to describe the features. Begin to use some expression to help make meaning clear, with adult prompting. Read a range of sentence types, taking account of . , ? and !

Blue writing (MA) JW Target: ELG

Composition: Use their phonic knowledge to write words in ways which match their spoken sounds. Begin to apply phonic knowledge in their writing. Write simple sentences which can be read by themselves and others.

Grammar: Begin to Identify capital letter and full stops Begin Use spaces between words. Begin to understand that a sentence starts with a capital letter. Begin to place full stop at the end of a piece of writing Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Write some irregular common words. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Name the letters of the alphabet when shown. Handwriting: Form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.

Guided Reading (MA) JW Target: Emg 1/ Exp 1

Word Recognition:

emg1 Begin to apply phonic knowledge with increasing independence. Read the first 26 graphemes. Read mono-syllabic words. Read 25 Year 1 common exception words. Read words containing plural ‘s’. Read words aloud by segmenting and blending phonemes with increasing independence, from book with up to the first 26 graphemes. Begin to read some sentences with developing pace. Read from Blue+ book band exp1 Apply phonic knowledge to read accurately independently. Read 40 graphemes (All Phase 3). Recognise some alternative sounds for graphemes. Read words that contain two or more syllables. Comprehension: Behave like a reader and knows how books work. Listen and respond appropriately to stories, poetry and non-fiction texts. Re-tell familiar stories, identifying some key events. Begin to understand the difference between stories and information texts. Predict what may happen next in a fiction text. To notice different expressions from stories read to them. Read simple sentences, pausing at a full stop.

Red writing target TE/H0 Target: 40-60+/ELG

Composition: Gives meaning to marks they make as they draw, write and paint. Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Attempts to write short sentences in meaningful contexts. Writes labels and captions. Use their phonic knowledge to write words in ways which match their spoken sounds. Write simple sentences which can be read by themselves and others Some words are spelt correctly and others are phonetically plausible. Grammar: Begin to identify capital letter and full stops Begin to understand that a sentence starts with a capital letter. Begin to place full stop at the end of a piece of writing Begin use spaces between words. Use capital letter for own name. Spelling: Begin to hear the phonemes in each spoken word. Begin to represent the phonemes heard by graphemes in each word. Spell some words correctly and others phonetically plausibly. Write some irregular common words Name the letters of the alphabet when shown. Handwriting: Begin to form most lower case letters in the correct direction, starting and finishing in the right place, sitting on the line. Form digits 0 – 9. Sit correctly at a table, holding a pencil.

Guided Reading (LA) JH H0 Target: Emg 1

Word Recognition: Use phonic knowledge to decode regular words and read them aloud accurately read some common irregular words

Begin to apply phonic knowledge with increasing independence. Read the first 26 graphemes. Read mono-syllabic words. Read 25 Year 1 common exception words. Read words containing plural ‘s’. Read words aloud by segmenting and blending phonemes with increasing independence, from book with up to the first 26 graphemes. Begin to read some sentences with developing pace. Read from blue+ book band

Comprehension: Read and understand simple sentences. Demonstrate understanding when talking with others about what they

have read.

Behave like a reader and knows how books work. Listen and respond appropriately to stories, poetry and non-fiction texts Re-tell familiar stories, identifying some key events. Begin to understand the difference between stories and information texts. Predict what may happen next in a fiction text. To notice different expressions from stories read to them. Read simple sentences, pausing at a full stop.

Week Home

books

Speaking & Listening Talk for writing Sentence & Word level Outcome/

audience

1 2 days settling in.

See separate planning.

2 Listen to adults.

Concentrate and pay

attention in

groups/whole class.

Know what ‘good

listening’ is.

Listening to the story.

Creative activities.

Listening and speaking to

the class, group and in

pairs.

Discussing their ideas.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of

others.

Composing sentences orally

before writing.

Appropriately sustain talk

& interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

No talk for writing this week.

Rain Before Rainbows by Smriti Halls.

Monday:

Thought shower by only seeing the front

cover of the book. What do they think

this book is about? Who are the main

characters? What are the main events?

Chn to present their group’s ideas to the

rest of class. Compare and discuss their

thoughts.

Read the book to the chn and discuss.

Tuesday:

Read the story to the chn once again.

Show the pictures and discuss the

illustrator’s techniques. Look at the

colours used and discuss the effect. Chn

to choose their favourite illustration and

reproduce it using a medium of their

choice.

Wednesday:

Read the story to the chn once again. Chn

to recall key events by drawing a story

board. This will form their plan.

Thursday:

Chn to write sentences/captions/words

to go with the book.

Friday:

Independent write - Chn to write a story

of their choice which has been inspired

by Rain Before Rainbows.

Identify nouns.

Understand that nouns fall in to different categories.

E.g. person, place, thing or idea.

Write dictated sentences which include nouns.

Audience:

Another

reader.

Outcome:

To write a

narrative

inspired by

another book.

Home

Books:

Blue

3

Listen to adults.

Concentrate and pay

attention in

groups/whole class.

Know what ‘good

listening’ is.

Understand imaginary

and real.

Listening to the story.

Role play.

Creative activities.

Listening and speaking to

the class, group and in

pairs.

Discussing their ideas.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of

others.

Composing sentences orally

before writing.

Appropriately sustain talk

& interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

Fiction – imitation stage

Monday: Wow starter.

Read the story and discuss.

Children to work in groups to make own

instrument.

Chn to use these props to join in with the

retelling of the story.

Tuesday: Actions.

Re-read the story ‘How the world was made’

and discuss myth tales, look at some different

creation myths. In groups chn to decide upon

and learn the actions for the story.

Wednesday: Story map.

Re-read the story ‘How the world was made’

once again. Chn to do their actions. Then chn

to create their story map.

Thursday: Setting descriptions.

Re-read the story ‘‘How the world was made’’

once again. Chn to do their actions. Discuss

the setting description in this story. Look at

various setting descriptions and discuss the

text and language features.

Friday: Independent writing.

Re-read the story ‘‘How the World was Made’’

once again. Chn to do their actions. Independently Chn to re-write the one line of

the current setting description.

Know what an adjective is and be able to name some.

Add adjectives to a piece of writing independently.

Audience:

Another

reader.

Outcome:

To know and

understand

the story

‘How the

world was

made’.

To retell the

story of ‘How

the world was

made’.

To create a

story map for

‘How the

worlds was

made.

To read and

comment on

different

setting

descriptions.

Saying what

they

like/dislike

about them.

To read and

analyse a

good setting

description,

listing the

text and

language

features.

Home

Books:

Red

4

Listen to adults.

Concentrate and pay

attention in groups/whole

class.

Know what ‘good listening’

is.

Understand imaginary and

real.

Talk about and describe my

imaginary ideas,

Retelling the story as a

class, in story circles and

in pairs.

Discussing their ideas as a

class, in groups and with

their talk partner.

Participation in shared

writes.

Discussing their ideas.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of

others.

Composing sentences orally

before writing.

Appropriately sustain talk

& interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

Fiction – innovation stage

Monday:

Re-read the story ‘‘How the World was Made’’

once again. Chn to do their actions.

In groups children to read, sort and choose

appropriate adjectives to describe – Sun. Moon

and Stars.

After shared write children to rewrite setting

description to include the noun phrases.

Tuesday:

Re-read the story ‘‘How the world was made’’

once again. Chn to do their actions.

Show the chn the picture of space, discuss with

children that the setting of ‘‘How the world was

made’’ is space without any stars, planets etc.

Chn look at /name/discuss other space terms. As

shared write, chn to write setting description to

replace ‘the sun moon and stars’ in the original

story.

Wednesday:

Re-read the story ‘‘How the world was made’’

once again. Chn to do their actions. As group chn

to decide on one adjective to describe their

alternate space things. As a shared write

children to rewrite their own setting

description.

Thursday:

Re-read the story ‘‘How the world was made’’

once again. Chn to do their actions.

Chn to decide on then do a drawing or painting to

show their 3 space objects ( no...no....no...), then

write 3 noun phrases to describe their picture.

Friday: Independent writing.

Re-read the story ‘‘How the World was Made’’

once again. Chn to do their actions.

Using their picture and noun phrases as a plan,

chn to write their new setting description.

Understand what a noun phrase is.

Use extended noun phrases.

Use extended noun phrases independently in a

piece of writing.

Audience:

Another reader.

Outcome:

To write a

series of

detailed setting

descriptions

inspired by

images.

Home

Books:

Yellow

5

Listen to adults.

Concentrate and pay

attention in groups/whole

class.

Know what ‘good listening’

is.

Understand imaginary and

real.

Talk about and describe my

imaginary ideas,

Retelling the story as a

class, in story circles and

in pairs.

Discussing their ideas as a

class, in groups and with

their talk partner.

Participation in shared

writes.

Discussing their ideas.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of

others.

Composing sentences orally

before writing.

Appropriately sustain talk

& interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

Fiction – invention stage

Monday:

Re-read the story ‘‘How the World was made’’

once again. Chn to do their actions.

As a contrast, show the chn the setting which is

on a Desert (no water, no trees, no animals.

There was only sand). As a shared write of the

first line, chn to write their own setting

description.

Tuesday:

Re-read the story ‘‘How the World was made’’

once again. Chn to do their actions.

Show the chn the setting Artic (No grass, no

people no flowers only snow). As a shared write

of the first line, chn to write their own setting

description.

Wednesday:

Re-read the story ‘‘How the World was Made’’

once again. Chn to choose one of the previous

settings – decide upon adjectives to describe

the 3 things. As a shared write, chn to write 3

expanded noun phrases.

Thursday: Independent writing.

Re-read the story ‘‘How the world was made’’

once again. Chn to do their actions.

chn to choose one of the ones they wrote

expanded noun phrases for yesterday and write

their own setting description independently.

Friday = Curriculum day – Art.

Recognise when to use a full stop and capital letter.

Punctuate simple sentences independently.

Audience:

Another reader.

Outcome:

To write a

series of

detailed setting

descriptions

inspired by

images.

6

Listen to adults.

Concentrate and pay

attention in groups/whole

class.

Know what ‘good listening’ is.

Pick up new words quickly

and easily.

Retelling the text as a class,

in story circles and in pairs.

Discussing their ideas as a

class, in groups and with

their talk partner.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of others.

Composing sentences orally

before writing.

Appropriately sustain talk &

interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

Non-fiction – imitation/innovation stage

How to plant a seed

Monday: Wow starter.

Read the Instructions ’How to Plant a Seed’

Chn to follow the instructions and carefully plant

a seed.

Tuesday: Actions. Read the chn the instructional text 'How to

Plant Seed’. Discuss the features of an

instructional text. Discuss the language and

sentence starters.

In groups chn to decide upon and learn the

actions for the text.

Then chn to underline the adverbials of time in

one colour and the imperative verbs in another.

Wednesday: Text map. Read the chn the instructional text How to plant

a seed once again. Chn to do the actions.

Chn to do a text map for the text.

Thursday: Analysis. Read the chn the instructional text ‘How to plant

a seed’. Chn to do the actions.

As a group children to make a boxed up plan for

‘how to plant a seed’.

Friday: Independent writing. Read the chn the instructional text sent from the

troll once again. Chn to do the actions.

Chn to write their own set of instructions for how

to plant a seed.

Name and understand conjunctions for coordination

and subordination.

Begin to join sentences with co-ordination and

subordination independently.

Audience:

Someone who

needs to know

how to do

something.

Outcome:

To follow

instructions

carefully.

To use actions

to help them

remember a

story.

To draw a text

map.

To write a

familiar

instructional

text.

7 Listen to adults.

Concentrate and pay

attention in groups/whole

class.

Know what ‘good listening’ is.

Pick up new words quickly

and easily.

Retelling the text as a class,

in story circles and in pairs.

Discussing their ideas as a

class, in groups and with

their talk partner.

Reasoning and justifying

their thoughts with peers.

Presenting their ideas to

the rest of the class.

Make contributions by

discussing their ideas with

the adults and other chn in

the class.

Respond appropriately to

the contributions of others.

Composing sentences orally

before writing.

Appropriately sustain talk &

interactions.

Take different roles in

groups & use the language

appropriate to the role.

Reading their work to an

adult or peer.

Non-fiction – invention stage

Monday:

Read the chn the instructional text 'How to

plant a seed. Chn to do the actions.

Vocabulary games – In groups chn to take it in

turn to give instructions to someone else – how

walk to get from one location to another –

discuss the importance of imperitive word for

instructions

Tuesday: Read the chn the instructional text ‘How to Plant

a Seed’. Chn to do the actions.

. Read the chn the instructional text ‘How to

Plant a Seed’. Chn to do the actions.

Read the chn the instructions ‘how to trap a

stone giant’ and make a story map for ‘how to

trap a stone giant’

Wednesday: Read the chn the instructional text ‘How to Plant

a Seed’. Chn to do the actions. In group chn to box up a plan for ‘how to trap a

stone giant’

Thursday: Read the chn the instructional text ‘How to Plant

a Seed. Chn to do the actions.

Chn to work in pairs to decide what they would

like to write instructions for in their

independent write on Friday. Explain they need

to choose an imaginary creature to trap.

Then in pairs chn to make a text map and include

imperative verbs they will use, equipment they

will need and what final point they will make.

Friday: Independent writing. Read the chn the instructional text 'How to

Plant a Seed’. Chn to do the actions.

Chn to write their own set of instructions for o

whatever they decided on yesterday. Chn to use

their notes as a plan.

Name and understand conjunctions for coordination

and subordination.

Join sentences with co-ordination and subordination

independently.

Audience:

Someone who

needs to know

how to do

something.

Outcome:

To give clear

instructions

and to follow

instructions

carefully.

To understand

how to use

imperative

verbs.

To write a set

of instructions

inspired by a

story.

To plan a set of

imaginary

instructions.

To write a set

of imaginary

instructions.

8 Listen to adults.

Concentrate and pay attention in

groups/whole class.

Know what ‘good listening’ is.

Pick up new words quickly and

easily.

Discussing their ideas as a class, in

groups and with their talk partner.

Reasoning and justifying their

thoughts with peers.

Make contributions by discussing

their ideas with the adults and other

chn in the class.

Respond appropriately to the

contributions of others.

Composing sentences orally before

writing.

Appropriately sustain talk &

interactions.

Reading their work to an adult or

peer.

Assessment week.

Monday: Independent writing.

Chn to plan and write a myth tale of

their choice, which includes a detailed

setting description

Tuesday: Independent writing.

Chn to plan and write an instructional

text of their choice.

Wednesday = Curriculum day –

Science.

Thursday = Parents’ day.

Friday = INSET day.

Identify nouns, verbs and adjectives.

Audience:

Another

reader.

Outcome:

To write a

Myth tale

which includes

a detailed

setting

description.

To write an

instructional

text about

something that

interests me.