Literacy Year 2 Autumn Term
We Date
ek
Aims
1
To read and discuss
•
reading the stories and
similar story themes and relating it to own experiences
link to own experiences •
deciphering new words
using grammar awareness
writing sentences with new
words
putting events in correct order
1 SEPT
Possible Teaching Activities
Outcomes
Resources
All children can
•
discuss familiar story theme
•
learn new words from reading
•
listen to others
•
recognise long vowel
phonemes
Little Red Riding
Hood and 3 Billy
goats gruff books
Some children can
Recognise the common spelling •
ask relevant questions
patterns for each of the long
structure a sequence of events
vowel phonemes: ee ai ie oa oo
(long as in moon)
2
7 SEPT
To understand the
sequence of events in a
story and to be able to
write it in own words.
THE WOLF’S STORY (Rigby
Star, big book)
•
reading the story and
discussing rhymes
•
describing characters of
the story
rewriting the main events of the
story
•
to identify phonemes in
speech and writing;
•
to blend phonemes for
reading;
•
to segment words into
phonemes for spelling
All children can
•
understand double meaning of
the story
•
retell the story in their own
words
•
identify phonemes in the story
Some children can
•
describe characters
THE WOLF’S
STORY (Rigby
Star, big book)
3
14 SEPT
To prepare and re-tell
stories individually and
through role-play in
groups, using dialogue
and narrative from text
Drama week
•
reading a story summary
•
describing characters in
the story
•
writing sentences with
newly learned words
•
role-playing
reading and acting out the story
to practise handwriting in
conjunction with spelling and
independent writing, ensuring
correct letter orientation,
formation and proportion, in a
style that makes the letters easy
to join later.
All children can
•
read own part with intonation
•
describe the character whose
role they are acting out
cooperate with other children
do neat handwriting with proper
formation and orientation.
Previous stories
Some children can
Write out their role-play story
4
21 SEPT
To use dictionaries and
glossaries to locate
words by using initial
letter.
To understand the
meaning of vowel and
consonant.
•
reading various short
stories and discussing new
words
•
examining different
dictionaries and discussing their
functions making own dictionary
(words in the alphabetical order)
to be used throughout the year
•
to understand the terms
‘vowel’ and ‘consonant’
All children can
Dictionaries
•
explain what dictionaries are for
•
use simple dictionaries to
check spelling
enhance their learning by putting
new words in their own dictionary
recognize the terms
vowel and consonant
Some children can
Put words with the same initial
letter into alphabetical order
5
28 SEPT
To read, learn and
understand poems and
how they are structured
and to know that some
Poetry (5 hours)
•
reading and reciting
poems
•
discussing the structure of
All children can
•
recite favourite poems
•
identify common spelling
patterns for the vowel phonemes
Poems
poems rhyme.
poems
•
writing additional lines
•
focusing on words with
long-vowel digraphs
•
looking at words that have
the same sounds represented by
different letters
writing wind poems
to learn and recite simple poems
and rhymes with actions and to
re-read them from the text
•
classify words with the same
sounds but different spellings
Some children can
•
use intonation when reading
texts
•
substitute own ideas into
simple poetry structures
6
5 OCT
To understand the use of
tenses and to be able to
sustain a given tense to
the completion of the
text.
THE ANIMALS’ WISHES (big
book)
•
reading and practising
using unfamiliar words
•
composing sentences
using tense consistently
•
learning to present parts of
traditional stories
•
to use verb tenses with
increasing accuracy in speaking
and writing, e.g. catch/caught,
see/saw, go/went and to use
past tense consistently for
narration;
All children can
THE ANIMALS’
Understand the use of different
WISHES (big
tenses for different situations.
book)
•
read and spell words with the
trigraphs igh and eau
•
quote characters’ speeches
•
retell the story
Some children can
Maintain the same tense throughout
their written story
7
12 OCT
To re-tell a story using
the correct tense
Narrative 2 (5 hours)
A walk in the dark woods
•
reading the story and
discussing the story theme
•
predicting words and
meanings
All children can
A WALK IN THE
•
discuss familiar story themes
DARK WOODS
and link them to own experiences
•
use word endings for -plural,
-past, -present tense
•
understand sequential
•
retelling the story
•
planning the next part of
the story
To use word endings e.g. ‘s’
plural (past tense) ‘ing’ to
support their reading and
spelling.
8
19 OCT
To use simple poetry
structures and to
substitute own ideas
and write new openings
and lines.
relationships in stories
Some children can
identify reasons for events in stories
All children can
A WALK IN THE
•
recite poems taking account of DARK WOODS
punctuation
•
comment on word
combinations and sound patterns
•
use story structure to write
about own experience in same/similar
way
use language of time to structure a
sequence of events
practise
recognize the spelling patterns
the common spelling patterns for oo, ar, oy and ow
the vowel phonemes: ‘oo’ (short
Some children can
as in good), ‘ar’, ‘oy’ ‘ow’
•
recognise and take account of
commas and exclamation marks in
reading aloud
Narrative 2 (5 hours)
A walk in the dark woods
•
reading Timeless and
analysing descriptions of night in
the forest
•
developing a story plan
about getting lost
writing story openings using
children’s plans
HALF-TERM BREAK
9
2 NOV
To be able to follow
instructions
Non-fiction 1 – Instructions
•
reading diagram-based
instructions and rewriting them
as sentences
•
discussing organisational
All children can
Instruction text
•
read simple written instructions
•
use various simple
organisational devices to indicate
sequences and relationships
10
9 NOV
(* 11 NOV BANK
HOLIDAY)
devices in instructions
•
discussing language of
time and words that link
sentences
writing instructions for a chosen
activity
Some children can
•
find examples of words and
phrases that link sentences
write simple instructions
To recognise that stories
can be told from
different points of view.
To understand rhyme
and rhythm
WRIGGLY SQUIGGLY (big
book)
•
looking at a story from
different points of view
•
writing a book review
improving sentences
All children can
WRIGGLY
•
recognise some words with the SQUIGGLY (big
same spellings but different
book)
pronunciations
Some children can
•
recognise rhythm and rhyme
and break words into syllables
All children can
Winnie the Pooh
•
read parts of the stories and
retell the stories
•
write and read aloud a dialogue
taking account of commas, full stops
and exclamation marks
Some children can
Apply punctuation in the way of
commas, question marks and
exclamation marks
11
16 NOV
To re-tell a story
Winnie the Pooh and
punctuation
•
reading the stories and
discussing story themes
•
applying punctuation and
capitalisation rules when
correcting story summaries
•
writing dialogues between
characters from the story
•
to revise and extend the reading
and spelling of words containing
different spellings of the long
vowel phonemes from Year 1;
12
23 NOV
To write organisational
text
All children can
AN ENCYCLOPEDIA OF
MUSICAL INSTRUMENTS ( big •
read words with less common
book)
alternative graphemes
AN
ENCYCLOPEDIA
OF MUSICAL
•
practising reading words
that are not entirely phonically
decodable
•
explaining organisational
features of a text
•
finding specific information
in simple texts
To practise
I.
Vowel pattern
air/are/ere//ear
•
use planning to establish clear INSTRUMENTS
sections for writing
•
understand vowel patterns
air/are/ere/ear
Some children can
Find information in text and write
their own information to explain
something
13
30 NOV
To be able to follow a
recipe and to write own
recipe.
Instructions in everyday life –
cooking and recipes
•
reading recipes and
rewriting them into simpler
versions
•
filling in a gapped text
•
retelling recipes
•
writing instructions
(sentences) under pictorial
recipes
•
writing own recipes
•
To practise
II.
Vowel pattern /or/:
or/oor/aw/au/ore
All children can
•
read and understand simple
recipes
•
follow written instructions and
produce a simple dish
•
understand vowel patterns
or/oor/aw/au/ore
Some children can
•
write simple recipes
14
7 DEC
To be able to write
stories in different
tenses.
To be able to sequence
a story by plan before
writing.
FOX, BEWARE! (big book)
•
telling stories using the
conventions of story language
•
creating and shaping texts
•
sequencing the story
•
To practise vowel pattern
/er/: er/ir/ur
All children can
FOX, BEWARE!
•
change tense from present to
(big book)
past
•
defining features of poetry such
as rhyme or alliteration
•
understand vowel patterns
er/ir/ur
Instructions in
everyday life –
cooking and
recipes
Some children can
Write a story plan in sequence and
then follow the plan
15
14 DEC
To be able to write
stories in different
tenses.
To be able to sequence
a story by plan before
writing.
Carried on from
previous week to finish.
FOX, BEWARE! (big book)
•
telling stories using the
conventions of story language
•
creating and shaping texts
•
sequencing the story
To practise vowel pattern /er/:
er/ir/ur
All children can
FOX, BEWARE!
•
change tense from present to
(big book)
past
•
defining features of poetry such
as rhyme or alliteration
•
understand vowel patterns
er/ir/ur
Some children can
Write a story plan in sequence and
then follow the plan
XMAS BREAK
Spring Term
We Date
ek
Aims
Possible Teaching Activities
Outcomes
Resources
1
•
to be able to use
organisational features
of texts such as
captions, labels, pictures
•
to be able to
understand processes
and their stages
•
to be able to
•
discussing the role of
photographs and diagrams
•
learning about the function
of heading, subheading and
caption
•
writing captions for flow
charts
•
writing questions requiring
All children can:
•
explain some organisational
features of a text
•
read and spell most less
common alternative graphemes
including trigraphs
•
draw information and ideas
from across a whole text
HOW DOES IT
WORK?
4 JAN
(* 6 JAN BANK
HOLIDAY)
describe objects in detail explanatory answers
•
preparing own “how to”
book
•
follow simple instructions
Some children can:
•
explain ideas and processes in
detail
•
ask relevant questions and
follow more complicated instructions
2
3
11 JAN
18 JAN
 to be able to use
speech marks in
reading and
writing to indicate
speech
 to be able to
create sentences
describing
characters
 to be able to use
adjectives in
sentences and
justify their use
•
discussing settings of the
story
•
writing speech for key
characters
•
writing sentences for the
story ending
•
describing characters in
longer sentences
 to be able to come
up with rhyming
words
 to be able to
recognise
compound words
 to be able to
•
writing additional verses
for poems
•
identifying and
brainstorming compound words
•
identifying verb tenses
•
building up a poem about
cats
All children can:
POOR
CINDERELLA
 locate key words and phrases
in a text
 identify speech marks in
reading
 read aloud with intonation
 use commas to separate items
in a list
Some children can:
•
compare differences
•
prepare and retell stories
individually
•
predict story endings/incidents
All children can:
•
use structures from the poem
as a basis for writing
•
recognise a range of ways of
presenting texts
•
split compound words in to
CAT POEMS
differentiate
between present
and past tense
4
25 JAN
To know the alphabetical
order and be able to use
it to locate words in
dictionaries
their component parts
Some children can:
•
use awareness of grammar to
decipher new or unfamiliar words
•
identify patterns of rhythm
•
discussing pronunciation
of names
•
arranging names in
alphabetical order
•
sounding words by
breaking them in to parts
•
comparing modern and
older-times names
•
making a book of known
names and their meanings
5
1 FEB
 to be able to
differentiate
between the two
present tenses
 to be able to
understand
different contexts
in which these are
used
6
8 FEB
discussing the role of
 to be able to retell •
storytelling
a story in own
All children can:
Dictionaries,
glossaries
 use dictionaries to find words
 put words in the alphabetical
order
 use alphabetically ordered
texts
Some children can:
get definitions and explanations from
glossaries independently
All children can:
 drawing a big picture on
the basis of present cont.
sentences
 name the two tenses
 describing a daily routine
 make affirmative and negative
of a favourite character
sentences in both tenses
from a chosen story
 use the present simple tense
 starting to make a Book of
for routines and present
Tenses
continuous for describing a
picture
 asking questions about a
Some children can:
story
write questions in both tenses
All children can:
PRESENT
SIMPLE AND
CONTINOUSsample texts
THE GREAT
CHASE
words
 to use time words
to describe a
sequence of
events (first, later,
then)
•
retelling the story using
pictures
•
describing the settings of
the story
•
comparing a written and
an oral version of the story
•
sequencing the story
 put pictures in order to
represent a sequence of events
 write simple sentences about
pictures
 find new words in the text to
check spelling
Some children can:
retell the story on the basis of
pictures using the newly learnt words
from the story
HALF-TERM BREAK
7
22 FEB
 to be able to name
various jobs that
people do and
related activities
 to be able to
produce a piece of
informative writing
8
29 FEB
 to be able to read
dialogues aloud
with intonation
 to be able to talk
about stories read
in class
 reading stories focusing on All children can:
jobs
 name jobs and explain what
 brainstorming a list of
activities they involve
duties belonging to jobs
 look back at the created word
 making a class “job poster”
lists and find the needed
 preparing a booklet on
vocabulary
jobs
Some children can:
talk and write in detail about chosen
jobs
•
breaking down multisyllabic words
•
focusing on speech marks
in texts
•
reading dialogues aloud
•
writing a dialogue and
preparing to perform it
•
learning about prefixes un
and dis
All children can:
•
retell stories through roleplaying
•
identify speech marks in
reading
•
describe characters using
words from texts
Different stories
and information
texts about jobs
Previously read
stories
Some children can:
•
comparing three stories
•
answering comprehension
questions
- discuss and compare story themes
•
preparing a quiz about the
stories
9
7 MARCH
To be able to use past
tenses in the right
context
10
14 MARCH To be able to use nonfiction books to obtain
information
All children can:
 completing the Book of
Tenses
 write affirmative and negative
 changing stories from
sentences using past tenses
present tenses into past
tenses
 talk about the past using past
words
 matching present and past
words
 recall some irregular verb
forms
 writing stories in past
tenses and acting them
Some children can:
out
write questions in past tenses
•
discussing the difference
between fiction and non-fiction
books
•
suggesting a range of
ways in which non-fiction books
can be used
•
classifying various animals
•
researching relevant
information using the book
•
writing own report texts
EASTER BREAK
All children can:
•
put some animals in the right
categories on the basis of their
features
•
comment on the text they read
•
write informative sentences
Some children can:
•
use planning to establish clear
sections for writing
•
draw on experience of texts in
deciding what and how to write
WHAT AM 1?
Summer Term
We Date
ek
Aims
Possible Teaching Activities
Outcomes
Resources
1
To be able to find verbs,
nouns and adjectives
starting with the same
letter
•
to be able to
recognise different ways
of pronouncing C words
•
to be able to write
own tongue twister/
alliterated sentence
•
reading and learning from
tongue-twisters
•
using dictionaries to build
lists of alliterated words
•
classifying C words by
sound
•
writing a tongue twister
All children can:
•
match verbs and nouns
•
read text aloud with intonation
•
create alliterated sentences
with support
Some children can:
GIG BLACK BUGS
2
4 APRIL
11 APRIL
 to be able to use
pictorial clues to
tell a story in a
chronological way
 to perfect using
past and present
tenses
•
create alliterated sentences
independently
•
retelling the story
•
working on present/ past
tense verb endings
•
adding commas and
exclamation marks to a text
All children can:
 retell the story on the basis of
pictures
 use past or present tense
verbs when suitable
Some children can:
Foiled Again
 understand the difference
between the oral and written
version of a story
3
4
18 APRIL
25 APRIL
 to be able to
compare stories
 to be able to
improve reading
aloud with the help
of punctuation
 to be able to
recognise story
elements
 to be able to write
about a story in
clear sentences
All children can:
•
discussing setting and
characters of the story
•
talking about the role of a
narrator
•
comparing the form of a
dialogue in a play script and in a
story
•
performing the story with
puppets
Yeh Shen and the
Magic Fish
•
read aloud with intonation with
the use of speech marks
•
compare different stories and
find similarities
Some children can:
•
use speech marks consistently
•
reading out dialogues from All children can:
the story
•
rewriting story sentences
 write in clear sentences using
in the past tense
capital letters and full stops
•
preparing a quiz about the
 present parts of traditional
brothers
stories for members of their
•
looking at the suffix – ful
class
•
writing opening for own
traditional tale
Some children can:
 become aware of authorship
and publication
 write sustained stories, using
their knowledge of story
elements: narrative, settings,
characterisation, dialogue
The Brothers
Grimm
5
(* 2-3 MAY
BANK
HOLIDAY)
•
Continue the
above
4 MAY
6
9 MAY
Continue the
above
7
8
16 MAY
23-25 MAY
(*26-27 BANK
HOLIDAY)
To be able to understand
how to use a non-fiction
book as reference
material
 to be able to find
information in
various sources
(books, Internet)
 to be able to
produce an
information
booklet
9
30 MAY
Continue the above
10
6 JUNE
To be able to present
and follow instructions
•
exploring the way a nonfiction book is organised
•
discussing the role of
captions and labels in a text
•
writing a report text
•
comparing glossary
definitions with dictionary
definitions
All children can:
 asking questions about
flowers
 scanning texts for
information
 entering information in a
chart
 producing pages for a
class information booklet
All children can:
 reading and discussing
instructions
 rewriting instructions
 designing a mask
All children can:
 use non-fiction books to find
information
 write informative sentences
with support
Some children can:
write reports
 write in clear sentences
 understand the distinction
between fiction and fact
 pose questions and record
them in writing
Some children can:
evaluate usefulness of a text
•
understand logical sequences
•
understand the need for a
particular order when writing
instructions
•
read carefully to aid
understanding
11
13 JUNE
12
20 JUNE
 to be able to
understand the
role of didaskalia
 to be able to
identify the main
events in a story
All children can:
 discussing a story and
listing its main events
 recount the main events of a
 discussing features of a
story
play
 write simple sentences about a
 writing sentences to
chosen character
describe settings of
particular scenes
Some children can:
 describing characters
 making a character gallery
 use advanced adjectives and
justify their choice in sentences
Revision
Assessment
SUMMER HOLIDAY