Gunter Primary School – Planning for English / Literacy
Year 2
Non-fiction Unit 3 – Information texts (4 weeks)
Link - http://nationalstrategies.standards.dcsf.gov.uk/node/18749
Enquiry
Resources
Prior learning

Key aspects of learning
Evaluation
Social skills
Communication
Objectives
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Strand
1. Speaking
2. Listening / responding
4. Drama
5. Word recognition: decoding (reading)
and encoding (spelling)
Most children will learn to:
 Explain ideas and processes using imaginative and adventurous vocabulary and
non-verbal gestures to support communication
 Listen to others in class, ask relevant questions and follow instructions
 Listen to talk by an adult, remember some specific points and identify what they have
learned
 Adopt appropriate roles in small or large groups and consider alternative courses of
action.
 Read independently and with increasing fluency longer and less familiar texts
 Spell with increasing accuracy and confidence, drawing on word recognition and
knowledge of word structure, and spelling patterns
 Know how to tackle unfamiliar words that are not completely decodable
 Read and spell less common alternative graphemes including trigraphs
 Read high and medium frequency words independently and automatically

6. Word structure and spelling
 Spell with increasing accuracy and confidence, drawing on word recognition and
knowledge of word structure, and spelling patterns including common inflections and
use of double letters
 Read and spell less common alternative graphemes including trigraphs
 7.Understanding and interpreting texts
 Explain organisational features of texts, including alphabetical order, layout,
diagrams, captions, hyperlinks and bullet points
 Explore how particular words are used, including words and expressions with similar
meanings
8. Engaging with and responding to texts
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure & punctuation
 Engage with books though exploring and enacting interpretations
 Draw on knowledge and experience of texts in deciding and planning what and how
to write
 Make adventurous word and language choices appropriate to style and purpose of
text
 Select from different presentational features to suit particular writing purposes on
paper and on screen
 Use planning to establish clear sections for writing
 Write simple and compound sentences and begin to use subordination in relation to
time and reason
 Compose sentences using tense consistently (present and past)
 Use question marks and use commas to separate items in a list
Information texts (4 weeks)
Overview

Pose questions and record these in writing, prior to reading. Investigate non-fiction books/ICT texts on similar themes to show that
they can give different information and present similar information in different ways. Use contents pages/menus and alphabetically
ordered texts, for example dictionaries, encyclopaedias, indexes, directories, registers. Locate definitions/explanations in dictionaries
and glossaries. Scan texts to find specific sections, for example key words or phrases, subheadings, and skim-read title, contents
page, illustrations, chapter headings and sub-headings to speculate what a text might be about and evaluate its usefulness for the
research in hand.

Close read text to gain information, finding the meaning of unknown words by deducing from text, asking someone, or referring to a
dictionary or encyclopaedia.

Make simple notes from non-fiction texts, for example key words and phrases, page/web references, headings, to use in subsequent
writing.

Write simple information texts incorporating labelled pictures and diagrams, charts, lists as appropriate. Design a simple website.

Draw on knowledge and experience of texts in deciding and planning what and how to write.

Maintain consistency in non-narrative, including purpose and tense.

Create an alphabetically ordered dictionary or glossary of special interest words.
1998 Framework objectives covered:
Year 2, Term 3: T13, T14 and T15 fact/fiction/non-fiction; pose and record questions, find answers by reading; use contents pages and
alphabetically ordered texts, for example dictionaries, encyclopaedias, indexes, directories, registers; T16 and T18 scan texts to find specific
information; evaluate usefulness of text for its purpose; T20 write information texts using reading as a model.
Year 2, Term 2: T18 and T20 locate definitions/explanations in dictionaries and glossaries; create dictionary/glossary of special interest words
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
NF Unit 3
Information
Text 1/4wks
Monday
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
NF Unit 3
Information
Text 2/4wks
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Monday
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Support Staff :
Term :
Week beginning :
Plenary
Theme –
NF Unit 3
Information
Text 3/4wks
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Monday
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
NF Unit 3
Information
Text 4/4wks
Monday
Tuesday
Wednesday
Thursday
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Friday
Gunter Primary School – Planning for English Extension Sessions
AF1 – ‘Use a range of strategies, including accurate decoding of text, to read for
meaning’.
AF3 – ‘Deduce, infer or interpret information, events and ideas from text.
AF5 – ‘Explain and comment on writers’ use of language, including grammatical
and literary features at word and sentence level.’
AF7 – ‘Relate texts to their social, cultural and historical contexts and literary
traditions.
AF2 – ‘Understand, describe, select or retrieve information, events or ideas from
text and use quotation and reference to the text.’
AF4 – ‘Identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
AF6 – ‘Identify and comment on writers’ purposes and viewpoints and the overall
effect of the text on the reader.
Indicate – Home reading text : Guided reading text and Key AF : Follow-up work : Handwriting / other
Group A
Monday
Tuesday
Wednesday
Thursday
Group B
Group C
Group D
Friday