Y2: Spring I Term Instructions
CURRENT IEP TARGETS
NAME:
Keon Evans
Daijon Siwak
TARGET:
 To describe an item in terms of colour, size, shape, function on 8/10 occasions within a structured activity.
 To spell 10 selected CVC words and 5 CVCC words correctly in independent writing task.
 To correctly formulate my letters clearly on the line
 To read and spell CVCC words
 To form 6 to 8 letters correctly
SUCCESS CRITERIA:
 I will work with my TA and CT to find letters to spell out some common cvc words.
 I will use magnetic letters or sponge letters
 I will take my time and write my letters using the correct letter formation
 I will practise tracing over the letters using my letter sheets or wipe-out book from my CT
 I will work with my TA using the key CVCC word cards and my magnetic letters to spell the word shown and then write it down.
 I will practise my letters regularly in a sand tray.
 I will use my letter sheet to trace over.
 I will practise letters: e, f, j, k, z and s in the sand and with big thick markers or paint pads.
NAME:
Luca, Davis, Tommy
Luca, David, Silsiila
Luca, David,
Daijon, Keon, Ilyas,
Tommy, Luca, David,
Sara, Marwa
Keon
SUPPORT IN PLACE:
RWI – TA Reading interventions – daily
 During Guided Reading Sessions
Monday, Tuesday, Wednesday
Maths interventions with Mrs Raza (during Maths lesson)
Wednesdays, Thursdays
Reading intervention with Mrs Raza
Thursday – parent volunteer (Layla’s mum)
Reading support
TARGETS:
Monday 1.20-1.40 intervention with TA
Wednesday 2.50-3.10 with TA
Daily handwriting intervention 8.30-8.45 and 1.00-1.20
IEP targets
IEP targets Daijon, Tommy, Ilyas,
Keon, David

AFRICA Read (LA) Write
Iljas - P7
Keon - P7
Silsiila - P
Luca- EAL Step 1 intervention sessions
David –EAL Step 2
Tommy –P
ASIA Read (LA/MA)Write N.AMERICA
Read (MA) Write N.AMERICA
Read (MA)Write EUROPE Read (HA)Write
Marwa – 1b
Abison – 1b
Sara – 1c
Dajion - P8
Diana – 1b
Mohamed – 1a
Amuthini- 1a
Hamza – 1a
Ghazala – 1a
Layla -1a
Kaltun – 1b
Kavishajini – 1b
Ella – 1a
Luqman- 1a – sit
Briana – 1a
Iman – 1a
Hibaq – 1a
Tyreece – 1a
Michael – 1a
Rehana - 2c
Diloshan - 2c
Hila – 2b
Oliver – 1a
Amariss – 1a
Literacy Unit: Year 2 Non Fiction - Unit 1 - Instructions
Unit Outcomes:
 Children can write the next in a sequence of instructions, with the support of a partner.
 Children can write at least three instructions in a well-rehearsed sequence independently.
 Children can write a full set of simple instructions using a chosen construction consistently.
Enquiry - Children will ask questions arising from work in another area of the curriculum, for example questions about planting beans.
Reasoning - Children will sequence actions logically to form a set of instructions.
Evaluation - Children will give instructions orally and in writing. They will judge the effectiveness of their own work.
Social skills - When working collaboratively children will learn about listening to and respecting other people's contributions.
Communication - Children will develop their ability to discuss as they work collaboratively in paired, group and whole-class contexts. They will communicate outcomes orally, in writing and through ICT if appropriate.
Extension : As Core + Chn can analyse varied instructional texts, revising key organisational features and identifying language conventions.
Children plan and orally rehearse instructional sequences.
They record a process and use this to draft instructional texts.
Children can orally produce instructions, evaluate their effectiveness and develop them into a chronological sequence.
Core : Chn can follow a series of simple instructions correctly during independent sessions (teacher observation, self-assessment).
Children can give oral instructions to other members of a small group in the correct sequence during independent sessions (feedback from other children, self-assessment).
Children can identify key features of written instructions as part of shared and guided reading (teacher observation, self-assessment).
Children can write a simple sentence to give an instruction beginning with an imperative verb or a connective indicating the sequence of events such as first, next, then (paired response, self-assessment).
Children can write a sequence of instructions using consistent tense, detailed diagrams and numbers or words indicating chronological order (marking and feedback against agreed success criteria).
Support : Chn can follow a series of simple instructions correctly during independent sessions (teacher observation, self-assessment).
Children can give oral instructions to other members of a small group in the correct sequence during independent sessions (feedback from other children, self-assessment).
Children can write with support (by adult or writing frame/ promts) a simple sentence to give an instruction beginning with an imperative verb or a connective indicating the sequence of events such as first, next, then (paired response, self-assessment).

Written/Spoken Outcome:
 Children can write the next in a sequence of instructions, with the support of a partner.
 Children can write at least three instructions in a well-rehearsed sequence independently.
 Children can write a full set of simple instructions using a chosen construction consistently.
1. Speaking
 Year 1 - tell stories and describe incidents from their own experience in an audible voice
 Year 2 - speak with clarity and use intonation when reading and reciting texts
2. Listening and responding
 Year 1 - listen with sustained concentration
 Year 1 - listen to and follow instructions accurately, asking for help and clarification if necessary
 Year 2 - listen to others in class, ask relevant questions and follow instructions
3. Group discussion and interaction
 Year 1 - take turns to speak, listen to others' suggestions and talk about what they are going to do
 Year 1 - ask and answer questions, make relevant contributions, offer suggestions and take turns
 Year 2 - work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on
7. Understanding and interpreting texts
 Year 1 - find specific information in simple texts
 Year 1 - recognise the main elements that shape different texts
 Year 2 - explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
8. Engaging with and responding to texts
 Year 1 - distinguish fiction and non-fiction texts and the different purpose for reading them
9. Creating and shaping texts
 Year 1 - independently choose what to write about, plan and follow it through
 Year 1 - convey information and ideas in simple non-narrative forms
 Year 1 - create short simple texts on paper and on screen which combine words with images and sounds
 Year 2 - draw on knowledge and experience of texts in deciding and planning what and how to write
 Year 2 - maintain consistency in non-narrative, including purpose and tense
 Year 2 - select from different presentational features to suit particular writing purposes on paper and on screen
10. Text structure and organisation
 Year 1 - write chronological and non-chronological texts using simple structures
 Year 1 - group written sentences together in chunks of meaning or subject
 Year 2 - use appropriate language to make sections hang together
12. Presentation
 Year 1 - use the space bar and keyboard to type name and simple text
 Year 2 - word process short narrative and non-narrative texts
Purpose:
To write a set of instructions for a class recipe book.
Audience:
To be shared with year 3
Phase 1 ‘How It Works’ Identify text features. (Structural, organisational, language etc...) Unpick sentence structure (is it lots of long, complex sentences, short sentences, a mixture...?) How does all of that relate to purpose and audience? Practice some elements of this in short ‘chunks of writing’ What will the children be able to do by the end of this phase?
 Overview: Demonstrate how to use a computer printer, e.g. in printing out some shared writing done as part of another unit or subject area. Talk through the steps involved.
 Pair up older and younger children and ask the older children to show the younger how to print out their work.
 Discuss the names for the different parts of the printer. Ask the children to write simple labels to help them remember the parts. Older children could label a diagram of the computer, using sentences, e.g. "This is where you put in the paper."
 Over two or three days, give children opportunities to use the printer themselves, supporting one another. Encourage discussion about the process.

Outcomes:
 Children can name the parts of the printer and write simple labels or sentences independently
Phase 2 ‘Getting Ready’: Real stimulus for your final outcomes; compare ideas, talk for writing, practice key skills in context, preparing for writing. What will the children be able to do by the end of this phase?
 Overview: Show the children some simple written instructions on operating a classroom machine/toy, e.g. How to turn on a tape recorder. How do the instructions look different from a story or a poem? Give older children some sets of simple written instructions and ask them to help the class by highlighting key features of layout and/or language and coming up with a checklist.
 Talk about the differences between fiction and non-fiction. Use some well-known books from the classroom and ask whether they are fiction or nonfiction. Ask older children to choose a book and describe it while keeping it hidden, e.g. "This book is a story about a clever cat..." "This book tells you how to..." Other children say whether the book is fiction or non-fiction.
 Look around the room/school/environment and collect examples of instructions. Look at different styles - some may be one word, e.g STOP, others may be more persuasive, e.g. "Come and look at our fantastic pictures!" Discuss when it would be appropriate to use different styles and how you can write instructions to persuade people to do what you want. In pairs, ask children to come up with persuasive instructions, e.g. "Try a delicious school dinner!" "Get healthy at playtime - come and skip
Outcome:
 Children can say whether a text is a fiction or a non-fiction text.
 Children can give oral instructions using one construction consistently.
 Children can use different constructions to give instructions.
Phase 3 ‘Let’s Go’: Planning, draft (from the planning), review and edit. What will the children be able to do by the end of this unit?
Overview:
 Recap and discuss what the next steps in using the printer were. Make sure children are confident about the content of instructions. Using individual dry-wipe boards, ask the children to work in mixed-age pairs to write the next instruction. Reinforce rehearsal and checking strategies and encourage children to use phonic knowledge when attempting spellings. Check results and deal with any issues through reinforcing language features of instructions.
 Children work independently to write instructions - vary difficulty by giving support as needed, e.g. by providing visual prompts to support sequencing More able could attempt instructions for another machine/process with which they are familiar.
 To extend and consolidate understanding, sequence could be repeated using different content later in term.
Outcome: -
 Children can write the next in a sequence of instructions, with the support of a partner.
 Children can write at least three instructions in a well-rehearsed sequence independently.
 Children can write a full set of simple instructions using a chosen construction consistently.

Day Learning Intention Success Criteria Whole-Class/ Independent Work
Monday 12.01.15
Grammar focus:
Recap - word, phrase, sentence.
Use of ICT:
To introduce
Grammar-Hammer.
To talk about the
BIG WRITING .
Adult support: CT to work with EAL and SEN children , TA to support MA
Differentiation and Plenary
Extension

Tuesday 13.01.15
Response to marking
Punctuation quick activity 10
Full stop, question mark or exclamation mark?
Be quiet!
This class is getting too noisy.
Have you forgotten how to work quietly?
I am learning to read and follow a simple sequence of instructions
I can follow instructions.
I can match pictures and bossy verbs.(LA)
I can read and follow instructions.
I can identify features of a good set of instructions.
I can identify bossy verb in a set of instructions.
(MA)
I can identify features of a good set of instructions.
I can identify bossy verb in a set of instructions.
I can write a list of bossy verbs.
(HA)
Teach: As a class read a set of instructions on the IWB. Could we follow them? Why or why not? Have a go at following the instructions.
Do: At the tables get the chn to read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans. Have some formatted properly and some not.
Mini Plenary: Bring the chn back to the carpet and ask what made the instructions easy to follow or hard to follow. Sort the instructions into 2 sets - easy and hard.
Record the features that made them easier to follow on the WW - numbered, bossy verbs, instructions on separate lines, one instruction per sentence, time connectives.
Teach: Explain that the instruction words are called ‘imperative verbs’ but we can call them bossy verbs. They are the words which tell us what we need to do. Show the children how to highlight the bossy verbs within the instructions.
Do: Ask children to read and highlight the bossy verbs in their own set of instructions. Then follow the instructions independently or in small groups.
LA-to highlight the bossy verbs ind, then follow the instructions in a small group
Work with TA
MA- to highlight the bossy verbs ind, then follow the instructions in a small group
Work with CT
HA- to highlight the bossy verbs ind, then follow the instructions ind.
EXT: write as many bossy verbs as possible on post it notes - display on WW.
Get the children to tell each other an instruction making sure they use a bossy verb.
If they struggle play a game of
Simon says.

Wednesday 14.01.15
To correct the outcomes from the
Grammar-Hammer.
Response to marking
To write a series of instructions.
I can say and write instructions.
Tell the children that it is time for a game.
Explain that the game is called” I ‘m the boss! And is similar to “Simon says..”. The rule of the game is to do only what you are told. Demonstrate by giving the children a few instructions involving simple actions for them to obey. For example: Give thumbs-up sign, tap your feet, hop on your left leg, and
so on. Put the children in pairs to continue to play the game, each child taking turns to give three instructions. Emphasise that the listener must only obey when the speaker gives a proper instruction. Encourage the children to progress to instructions for simple classroom procedures. For example, walking across the room and collecting a book. Suggest the children keep count of how many successful instructions they made.
Retain the children’s written list.
LA- with support they should to manage to write two instructions.
(CT to support)
MA and HA – to use imperative verbs to form an instruction. HA to write independently few correct instructions.
(evidence for AF7)
MA supported by
TA
Kids company to work with the group to make sandwiches and then to write the instruction” How to make a sandwich”
Extension: suggest the children extend their writing lists, adding two sets of four consecutive instructions for classroom procedures
Evaluation: children will give instructions orally and in writing.
They will judge the effectiveness of their work. (whole class)

Thursday 15.01.15
Response to marking
Openers:
Tell your partner three things using these to start your instructions...
First...
Then...
Finally...
To write a simple sequence of instructions to be followed by another child or group.
I can write a checklist to help other people to write instructions.
Display an enlarged version of the page
“How to produce a white rabbit”. Read it aloud and then ask the children to comment on the type of text they think it is. Give the children individual copies of the text to read and discuss with their partners. Explain that you want them to use the text to think about the language and layout features that are important in any written instructions.
Suggest they use the text to help them comment on and make brief notes about the important features, highlighting the text if they wish. Use leading questions to draw out answers and help them to notice the important features.
Encourage them to highlight relevant part of the text. Afterwards, explain that you want everyone to use the text to help them create a checklist that instructs children of the important things to remember when writing instructions. Suggest making a checklist of about six to eight points.
(
LA- to work with TA
– children to make sandwiches and then to write instructions
“How to make a sandwich”
MA/HA children should produce a list of five or six points and they may manage to sustain an appropriate style throughout some of their writing evidence towards
AF2 )
Use of ICT:
Adult support: TA to work with LA (to make sandwiches), CT to work with MA, HA to work independently,
LA to share with the rest of the class their written instruction

Friday 16.01.15
Response to marking
Grammar focus: position of bossy verbs within a sentence: follow on from starter.
Vocabulary:
Put the sentences in the right order. Underline the bossy verb.
The book put on the shelf.
Door the open.
Window shut the.
The soup stir with a spoon wooden.
To write instructions. S.C: I can write a set of instructions including all the correct features.
I can explain to others how to cross a road safely.
Show the children the teddy/ alien and explain that they want to learn how to cross the road safely so that they can go out.
Explain that you are all going to help them do this by writing instructions on how to cross the road.
Ask the following questions:

What is the purpose of a set of instructions?

What features do all instructions need?
As a class look at some instructions and highlight key features. If children are more able this could be done as a group activity with children highlighting features and annotating the instructions. Use these to generate success criteria, asking children for their input if they are able.
Explain that you are going to write your own instructions about how to cross the road safely.
Ask children to tell their partner how they cross the road and then take some feedback.
Demonstrate writing the beginning of the instructions, taking input from the children too.
Children, working independently or in pairs, write their own instructions on how to cross the road.
They can use the word bank and instruction writing frame to help them. Younger children or those less able can complete the activity in which they have to cut out the instructions, put them in the correct order and stick onto a sheet of paper. This can be made more challenging by asking them to add suitable imperative verbs or connectives.
Extension: Children can write instructions on how to cross a road using a zebra or pelican crossing.
EAL/SEN/LA
Children to cut and stick a set of instructions with the features in the correct place. Children to read the instructions and write a suitable heading.
EAL/SEN work with CT
MA/HA - to write a set of instructions how to cross a road.
MA to work independently
HA Work with TA
Set up a road in the classroom using some mats to represent the road and two ropes to represent the kerb.
Choose some children to be cars and to “drive” down the “road”. Ask a child to come to the “kerb” and take the teddy/ alien/ toy. They will be taking the toy across the road following the instructions of another child.
Choose a child to read out their instructions. Are the child and toy able to cross the road safely without being hit by a “car”? Repeat with different children and sets of instructions. www.

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Use of ICT: visualiser
Adult support: TA to support EAL/LA/SEN, MA to work independently, CT to support HA
Children not achieving the objective: Children exceeding the objective:
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Children absent:
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