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English Term 2: Narrative/spelling/handwriting

KEY IDEA OUTCOMES

Children recognise some of the purposes and advantages of writing as 1.4 Composes a range of texts that include topics of personal interests and
they express feelings, ideas, information and imagination within written some related ideas, and that can be understood by others
texts. Towards std 1

ELABORATIONS ELABORATIONS
• Children recognise some of the purposes of writing as they
express feelings, ideas and imagination within written texts. 1.4 Composes narratives on some topics of personal interests and some related
ideas.

ESSENTIAL LEARNINGS & KEY COMPENTENCIES

• Thinking – Exploring the role of narratives and their construction


• Communication – Exploring the language of narrative
TEACHING & LEARNING ACTIVITIES ACTIVITIES AND ASSESSMENT
UNIT OUTCOMES
OUTCOME • 1 O1 – Literacy: narrative and recount (revision), grammar and punctuation Make a poster about what narrative is, what is a noun, a
verband sound of the week
• O2 – Spelling: most commonly used words, word wall around the topic of minibeast
Read books about minibeast as often as possible.
• O3 – Handwriting: Lower and upper case
Intro to narrative:
Books:
Bring different types of books and ask the children:
➢ The Hungry Caterpillar
➢ The Very Lazy Ladybird • Kind of book?
➢ There was a old lady who swallowed a fly • What it is used for?
➢ The Very Busy Spider • What will I found inside it? Story, information,
recipe...
○ Genre
 Recount: ‘On the weekend’
 Narrative: Setting, introduction, describing words,
character, plot. We will write a story about a mini beast Developing literacy pp4-8
Reception

• Attempt to write brief simple texts/make own small books


• Begin to use writing or symbols/scribbles to convey meaning
• Use pictures to add meaning or clarification to writing
• Participate in class activities: class/group stories, spelling
• Recognise that drawing and writing are different Developing literacy pp 32, 33-35
• Understands the difference between a letter, word, sentence
Targeting text pp 6-14
• Dictates a text to a scribe and copies a scribed text
• sequencing
• The lonely spider pp15-21
• The three little pip pp29-35

Assessment:
Year 1

• Begin to write for a purpose and recognise the audience for the writing:
recount/narrative
• sequencing
• Use pictures to add meaning or clarification to writing
.
• Develop an awareness of the purposes of genres
• Experiment with sentence
• structure
• Begins to write in sequence
Extension work for year 1

• Construct, with scaffolding, narrative/recount using their particular


structure and language features.
• Understand the purposes of narrative/recount
• Write with complete sentences
• Write in sequence
When being read a text, the children will be made aware of reading strategies
such as finger pointing, picture clues, sounding the word

○ Grammar
• Noun
• Verb Read a book and ask the questions who, what, when, where, why
• Adjective
• Caterpillar book: circle the days of the week in blue and the
Reception
number in red
• Who, what, when, where, why
• Present/past • Non fiction cloze pp 5, 3, 37, 39

• Subject/verb agreement
• With support, construct simple sentences
Year one

• Who, what, when, where, why


• Use linking conjunctions (and, but) and binding conjunctions (because,
when)
• Present/past
• Subject/verb agreement
• Begin to use a wider range of verbs
• Adjectives Punctuation assessment

○ Punctuation Reception
A sentence starts with a capital letter and finish with a full stop.
• Find full stop and capital letters in a text.
Reception
Year one

• Put the correct punctuation in a text where capital letters


and full stops have been forgotten
OUTCOME 2 – Spelling:

Reception/year one • Daily spelling teaser


• Who is it? Reading assessment task pp 14
• Developing literacy pp 18
• Caterpillar sight words/alphabet (activity booklet pp
3)
• Identify initial and final consonant sound, Reading
assessment task pp 75, 79

• G: letterland pp 76, song pp168, 170, story pp18


Reception • 0: letterland pp 79, song pp168, 170, story pp 34
• U: letterland pp 111, song pp168, 170, story pp 46
• Initial sounds
• Spelling list with commonly used word • L: letterland pp 100, song pp168, 170, story pp 28
• Identify and write most letters of the alphabet • F: letterland pp 84, song pp168, 170, story pp 16
• 3-letter words with short vowels
• Concept of print
The letter of the week:

Week 1: g

Week 2: o

Week 3: u

Week 4: l

Week 5: f
Year 1 • Letterland pp 85
• Jolly phonic CD resources/word book
We will be working on building a word wall about our topic Minibeast
• Listen for clap, Reading assessment task pp 66
• Use strategies to spell new words (sounding, LSCRC...) • Identify short vowels, Reading assessment task pp
• Initial sound: sh/ch/th
71, 74
• Final sound: t/g/ck/ff/ll/ss/ng
• Identify long vowels, Reading assessment task pp
• Short and long vowels (mad, made)
85, 88
• Concept of print
• Clap syllables
• Blending cards
• Dictionary, wordlist...) • sh: letterland pp 138
• th: letterland pp 140
• ch: letterland pp145
• ck: letterland pp 130
• ff/ll/ss: letterland pp 131
• ng: letterland pp 135
Literacy centres:

• Literacy centre book 1 pp5, pp 25, 45, 97, 113, 141


• Literacy
OUTCOME centre book 2 pp95, 105
3 – Handwriting
• Letterland snap
We will use letterland
• Bingo word
Link to the letter of the week
• Letterland song
Reception • Tracing activities

• Pencil grip
• Letter formation
• Writes left to right

Year 1

Link to the word wall • Caterpillar word wall

• Writes on line
• Finger space
Assessment:

• Observation: participation, keep on task


• Marking work according to rubric/criteria