Year 2 Students

Band Level 1
Literacy Lesson Comprehension
Curriculum NTCF

Activity Aim Resources Learning
Outcomes
Indicators
(5-10 mins)
Read a simple
and short story
with students.
(May even read
though twice.)
Students to
engage in the
story and listen
to the key
events and
settings of the
story
Story Book
E.g.
Grug series
Mr. Men & Little
Miss series
A made up story
written on paper
R/V 1.2 Language
Structures and
Features
recognise some basic
structures and
language
features of some visual
and written texts
R/V 1.3 Strategies
use some reading
strategies to make
meaning and
maintain understanding
- Make
connections
between ideas,
events and their
own experiences
- listen to and
recount events,
describe and
report on people,
places and
things related to
their own
experiences
- listen to,
memorise, make
up and recite
verses
- identify some
differences
between polite
listening in
different cultural
contexts familiar
to the learner
(5-10 mins)
Discuss the
story. What
happened?
What can we
learn? How does
it relate to us/our
experiences?
Discuss the
events in
sequence
Students
unpack the
story, event by
event talking
about what
comes first,
next, next and
so on.
Story Book /
made up story
L/S 1.2 Language
Structures and
Features
speak and listen
through discussions,
conversations
and oral presentations
in small and large
groups
L/S 1.3 Strategies
listen attentively,
showing interest in the
speakers
presentation and recall
some of the main ideas
and information
presented
L/S 1.1 Texts and
Contexts
explain familiar
procedures, describe
or recount events
in a logical sequence
- Make
connections
between ideas,
events and their
own experiences
- discuss texts,
giving reasons
for their likes and
dislikes
- identify the
main topic of a
story
- identify key
events and the
order in which
events
occurred in texts
- identify the
main topic of a
story
- identify key
events and the
order in which
events
occurred in texts


(10-15 min)
Teacher
demonstrates to
class how to
draw a story
map in a step by
step process on
the board
- Children to
observe
teacher demo
whilst learning
in a see then
do approach
White/Black
Board
Or Smart
board
Paper
Pens
L/S 1.2 Language
Structures and
Features
speak and listen
through discussions,
conversations
and oral presentations
in small and large
groups
L/S 1.3 Strategies
listen attentively,
showing interest in the
speakers
presentation and recall
some of the main ideas
and information
presented
- listen and
speak through
discussions,
conversations
and oral
presentations in
small and large
groups, which
are usually
informal, and
identify opinions
provided by
members of the
group, agreeing
or disagreeing
with reference to
their personal
opinion
(30 mins)
Students split
into three
groups.
Using art
materials,
students will
create their own
story maps of
the story
replacing a main
character with
themselves and
altering an
aspect of the
story (event,
setting etc.)
Group 1 Painting
Group 2 - Clay
Group 3 Drawing

Photos can be
taken of student
who use clay

(Students are able
to reread the story if
needed)
- use art
processes to
apply
knowledge of
the story whilst
adapting the
story to
represent the
individual
- creativity
- evidence of
comprehension

(Students who
complete the task
early or are at an
ability to do so,
can then have a
go at rewriting the
story in their own
words.)
Paint
Paint Brushes
Pegs
Pots
Smocks
Easels
Clay /
Play-Doh
Cookie
Cutters
Placemats
Texters
Pencils
Paper
Visual Arts [T&D-
DPC]
use observations,
stimuli when creating
artworks
create artworks that
reflect a
personal story or
purpose

Visual Arts
[Num-SS]
[SOSE-Env]
[T&D-DPC]
talk about a
preferred
art material or
tool and explain
why it was
chosen [Lit-LS]
look at a variety
of
picture/paintings,
discuss use of
shape, form,
line, colour and
pattern and give
reasons for
opinions and
comments

If the lesson was to continue on for longer than an hour or, it was to be
completed during another time, the following are activities I would have
the children participate in next.

EXAMPLE STORY MAP.
Class 5s Blog: http://stjohnsblogs.co.uk/class5/3-little-pigs-a-story-map/

Students
present their
story maps to
their peers and/
or rewrite the
story in their
own words on
their map/
photos.
Comprehension
of the story and
activity
- Confidence
and practice of
presenting skills
Pencils
Lined Paper
L/S 1.3
Strategies
speak audibly,
with some sense
of addressing an
audience and the
needs of the
listeners
L/S 1.2 Language
Structures and
Features
speak and listen
through
discussions,
conversations
and oral
presentations in
small and large
groups
W 1.1 Texts and
Contexts
write simple
personal recounts
and other simple
imaginative and
factual texts that
make sense to the
reader, in several
genres and for
several purposes
- listen and speak
through
discussions,
conversations and
oral presentations
in small and large
groups, which are
usually informal
- write
recounts
comprising a few
events
Element of 8 Way
Learning
How It Would Be Used Throughout The
Lesson

Reading the story

Discussing the story as a class

Sharing story connection to student life

Retelling the story

Observation of teacher demonstration

The process of creating the story maps

picture the pathway of knowledge

Drawing, painting & clay modelling

story maps art practices

Behaviour management warnings

eg. hand gestures, moving names on
board

Painting

Drawing

Clay modelling & Photo taking

Book illustration discussion

Shared discussion about links to

personal experiences

Using personal experience, ideas are

created and used to alter the story.
This allows students to learn a new
way of learning adapting the old to
make new

Teacher demonstration of how to create

a story map students first observe,
then do

Retelling the story with a different

element altered

Discussion about story relating to what

we can learn from this story

Shared discussion about links to

personal experiences
Non

verbal
Non

Linear
Learning

Maps
Land

Links
Community

Links

Story

Sharing
Symbols

& Imagery
Deconstruct

Reconstruct