Welford and Wickham CE Primary School
Term: Autumn
Subject: Literacy
Termly Planning
Year Group:2/3
Date
Teaching Activities
Learning Objectives
NC/Strategy refs/EL Goals
Week 1
&2
Stories
based in
familiar
settings
Read ‘A lion in the Meadow’
and ‘You Choose’.
Children talk about and
select vocabulary to
describe animals. Plan and
write their own story about
an animal that lived in the
cupboard under the stairs.
They practice using capital
letters, gull-stops and
question marks correctly.
They use expanded noun
phrases to add detail to
descriptions.
Spoken language
Listen & respond appropriately to peers
Articulate and justify opinions
Give well-structured descriptions
Use spoken language to develop understanding through
hypothesising
Participate in reading discussions.
Give well-structured explanations
Maintain attention and participate actively in collaborative
conversations.
Consider different viewpoints, attending to and building on the
contributions of others.
Use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas
Comprehension
Understand the books they can already read accurately and
fluently by:
a. drawing on what they already know or on background
information and vocabulary provided by teacher
Listening to and discussing stories
d. answering and asking questions
e. predicting what might happen on the basis of what has been
read so far
Word Reading/Transcription
f. read most words quickly and accurately
g. read aloud books sounding out unfamiliar words accurately,
automatically and without undue hesitation
b. read accurately by blending the sounds in words that
contain graphemes taught so far
c. read accurately words of 2 or more syllables that contain
the same GPCs as above
Handwriting
b. start using some of the diagonal and horizontal strokes
needed to join letters
a. Form lowercase letters correctly.
apply spelling rules and guidelines, as listed in Appendix1
segmenting spoken words into phonemes and representing
these by graphemes
learning new ways of spelling words
Grammar
Week s
3&4
Instruct
ions
Using art activities and the
book The Usborne
Complete Book of Art ideas
as a vehicle for instruction
writing children will
practise using imperative
verbs and pronouns.
a. learning how to use both familiar and new punctuation
correctly, including full stops, capital letters, exclamation
marks & question marks
b. learning how to use:
expanded noun phrases to describe and specify, e.g. the blue
butterfly
Use grammar terminology
Composition
Consider what they are going to write before beginning by:
a. planning or saying out loud what they are going to write
about
b. writing down ideas and/or key words including new
vocabulary
c. encapsulating what they want to say, sentence by sentence
Develop positive attitudes towards and stamina for writing by:
a. writing narratives, about personal experiences and those of
others (real and fictional)
Spoken language
a. listen and respond appropriately to adults and their peers
b. Ask relevant questions to extend understanding and
knowledge
c. use relevant strategies to build their vocabulary
e. give well-structured descriptions and explanations for diff.
purposes,
f. participate actively in collaborative conversations
h. speak audibly and fluently
g. use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas
Comprehension
Develop positive attitudes by:
a. listening to and discussing a wide range of fiction, poetry,
plays, non-fiction & reference books or textbooks
Understand what they read by:
f. identifying how language, structure, and presentation
contribute to meaning
Develop positive attitudes by:
c. using dictionaries to check the meaning of words that they
have read
Understand what they read by:
a. checking that the text makes sense to them, explaining the
meaning of words in context
e. identifying main ideas drawn from more than one paragraph
and summarising these
Word Reading/Transcription
Spelling
c. spell words that are often misspelt
Handwriting
a. use the diagonal and horizontal strokes that are needed to
join letters
b. increase the legibility, consistency and quality of their
Grammar
Develop their understanding by:
b. using the present perfect form of verbs in contrast to the
past tense
(recognising verbs as a command)
c. choosing nouns or pronouns appropriately for clarity and
cohesion and to avoid repetition
Composition
Plan their writing by:
a. discussing writing similar to that which they are planning to
write in order to understand and learn from its
features
b. discussing and recording ideas
Draft and write by:
a. composing and rehearsing sentences orally
b. organising paragraphs around a theme
d. in non-narrative material, using simple organisational devices
[for example, headings and sub-headings]
Proof-read for spelling and punctuation errors
Evaluate and edit by:
a. assessing the effectiveness of their own and others’ writing
and suggesting improvement
Weeks
5&6
Poetry
Children explore how simile
and metaphor can be used
to create powerful images,
though reading and
discussing poems.
Photographs, collage and
Jeannie Baker's Window
inspire children's own
image poetry.
Spoken language
Pupils should be taught to:
a. listen and respond appropriately
d. articulate and justify answers, arguments and opinions
f. maintain attention and participate actively in collaborative
conversations, staying on topic and initiating and responding to
comments
g. use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas
i. participate in discussions/ presentations /performances
/debates
j. gain, maintain and monitor the interest of the listener(s)
k. consider and evaluate different viewpoints,
attending/building on the contributions of others
Comprehension
Develop positive attitudes to reading by:
a. listening to/discussing a wide range of fiction, poetry, plays,
non-fiction and reference books or textbooks
c. using dictionaries to check the meaning of words that they
have read
f. preparing poems and play scripts to read aloud and perform,
showing understanding through tone, intonation, volume &
action
g. discussing phrases to capture reader’s imagination
Understand what they read by:
f. identifying how language, structure, & presentation
contribute to meaning
Word Reading/transcription
Handwriting
b. increase the legibility, consistency and quality of their
handwriting
Spelling
e. use the first two or three letters of a word to check its
spelling in a dictionary
Grammar
Develop their understanding by:
a. using commas after fronted adverbials
c. choosing nouns appropriately
d. using adverbs
e. using fronted adverbials
f. learning grammar in Appendix 2
Composition
Plan their writing by:
a. discussing writing similar to that which they are planning to
write in order to understand and learn from its structure,
vocabulary and grammar
b. discussing and recording ideas
Draft and write by:
a. composing and rehearsing sentences orally, progressively
building a varied and rich vocabulary and an increasing range of
sentence
Evaluate and edit by:
a. assessing the effectiveness of their own and others’ writing
and suggesting improvements
Week 7
&8
Stories
set in
familiar
settings
Children Explore familiar
settings by meeting Horrid
Henry and his friends (and
enemies). In particular
read Horrid Henry and
Horrid Henry’s Birthday
Party both by Francesca
Simon. Learn about and use
adverbs, adverbials and
prepositions. Write a new
Horrid Henry story.
Use and recognise nouns,
adjectives and
prepositional phrases
Use adverbs
Use adverbs and
prepositions to express
time and place
Spoken language
Pupils should be taught to:
a. listen and respond appropriately to adults and their peers
b. ask relevant questions to extend their understanding and
knowledge
c. use relevant strategies to build their vocabulary
d. articulate and justify answers, arguments and opinions
f. maintain attention and participate actively in collaborative
conversations g. use spoken language to develop understanding
Comprehension
Develop positive attitudes by:
a. listening to and discussing a wide range of fiction
b. reading books that are structured in different ways and
reading for a range of purposes
g. discussing words and phrases that capture the reader’s
interest and imagination
Understand what they read by:
f. identifying how language, structure, and presentation
contribute to meaning
Word Transcription
Spelling
a.apply their growing knowledge of root words, prefixes and
suffixes
Handwriting
a. use the diagonal and horizontal strokes that are needed to
join letters
b. increase the legibility, consistency and quality of their
write from memory simple sentences using punctuation taught
Grammar
a. using commas after fronted adverbials
d. using conjunctions, adverbs and prepositions to express time
and cause
Use and recognise nouns, adjectives and noun phrases.
e. using fronted adverbials
f. learning the grammar for years 3 and 4 in English Appendix
2
Composition
Plan their writing by:
a. discussing writing similar to that which they are planning to
Week 9
& 10
NonFiction
Explanat
ions
Children will look at the
difference between
instructions and
explanations.
They will explore the
structure of explanations
in detail.
Practise taking and using
notes.
Use notes to write parts of
explanation texts.
write in order to understand and learn from its structure,
vocabulary, grammar
discussing and recording ideas
Draft and write by:
a. composing and rehearsing sentences orally (including
dialogue), building a varied vocab and an range of sentence
structures (English Appendix 2)
c. creating settings, characters and plot
Spoken language
a. listen and respond appropriately to adults and their peers
b. Ask relevant questions to extend understanding and
knowledge
c. use relevant strategies to build their vocabulary
e. give well-structured descriptions and explanations for diff.
purposes,
f. participate actively in collaborative conversations
h. speak audibly and fluently
g. use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas
Comprehension
Develop positive attitudes by:
a. listening to and discussing a wide range of fiction, poetry,
plays, non-fiction & reference books or textbooks
Understand what they read by:
f. identifying how language, structure, and presentation
contribute to meaning
Develop positive attitudes by:
c. using dictionaries to check the meaning of words that they
have read
Understand what they read by:
a. checking that the text makes sense to them, explaining the
meaning of words in context
e. identifying main ideas drawn from more than one paragraph
and summarising these
Word Reading/Transcription
Spelling
c. spell words that are often misspelt
Handwriting
a. use the diagonal and horizontal strokes that are needed to
join letters
b. increase the legibility, consistency and quality of their
Grammar
Develop their understanding by:
b. using the present perfect form of verbs in contrast to the
past tense
(recognising verbs as a command)
c. choosing nouns or pronouns appropriately for clarity and
cohesion and to avoid repetition
Composition
Plan their writing by:
a. discussing writing similar to that which they are planning to
write in order to understand and learn from its
features
b. discussing and recording ideas
Draft and write by:
Weeks
11 & 12
Poetry
Children will enjoy
humorous poems about
teachers which will inspire
learning about powerful
verbs, verb tenses, adverbs
and adverbial phrases.
Children use the poems
they read as models for
writing their own verses
and poems
a. composing and rehearsing sentences orally
b. organising paragraphs around a theme
d. in non-narrative material, using simple organisational devices
[for example, headings and sub-headings]
Proof-read for spelling and punctuation errors
Evaluate and edit by:
a. assessing the effectiveness of their own and others’ writing
and suggesting improvement
Spoken Language
Pupils should be taught to:
i. participate in performances
j. gain and maintain the interest of the listener(s)
k. attend to and build on the contributions of others
l. select and use appropriate registers for effective
communication
Comprehension
Develop positive attitudes to reading and understanding of
what they read by:
f. preparing poems to read aloud and perform, showing
understanding thro’ intonation, tone, volume and action
Word reading & Transcription
Spelling
Pupils should be taught to:
a. use further suffixes and understand how to add them
e. write from memory simple sentences, dictated by the
teacher, that include words and punctuation taught so far
Grammar
Develop their understanding of the concepts set out in
Appendix 2 by:
d. using adverbs
Composition
Plan their writing by:
a. discussing writing similar to that which they are
planning to write, in order to understand and learn
from its structure, grammar and vocabulary
Draft and write by:
a. composing and rehearsing sentences orally
b. organising paragraphs around a theme
Evaluate and edit by:
a. assessing the effectiveness of their own and others’ writing
and suggesting improvement