English Medium Term Plan
Year Group: One
Term : Spring
English
Emerging
Expected
Exceeding
Vulnerable Groups
Reading
14%
86%
0%
Writing
27%
68%
5%
Pupil Premium 40%
FSM 35%
SEN 13%
Genre :
Narrative
PoS Spoken
Language &
Key Teaching
strategies
To listen and respond
appropriately to adults
and peers
Use relevant strategies to
build their vocabulary
Participate in discussions
and role play
Give well structured
descriptions for
narratives
Ask relevant questions to
extend their
understanding and
knowledge
Key Text or Context :
PoS Word Reading
See Letters and Sounds
Programme
Phase 3
Phase 4
Phase 5
Cross Curricular Links:
PoS Reading
Comprehension
To link what they read to
own experiences
Predicting what might
happen on the basis of what
has been read before.
Join in with predictable
phrases.
Become familiar with key
stories.
Discuss word meanings,
linking new meaning to those
they already know, drawing
on what they know.
PoS Writing
Transcription
Children use their
phonic knowledge to
write words in ways
which match their
spoken sounds.
They also write some
irregular common
words.
Some words are spelt
correctly and others
are phonetically
plausible.
Naming the letters of
the alphabet
-naming letters in
PoS Writing
Composition
They write simple
sentences which can be
read by themselves and
others.
Write sentences by
Saying out loud what they
are going to write about
Composing a sentence
orally before writing.
Discuss what they have
written with the teacher
or other pupils.
Write sentences by
Sequencing sentences to
PoS Writing
Spelling /
Handwriting
See PenPals
handwriting
scheme
Pos Vocabulary/
Grammar/
Punctuation
Leaving spaces
between words.
Joining words and
joining clauses using
and
Beginning to
punctuate sentences
using a capital letter
and a full stop
Using capital letter
for names of people,
places, the days of
the week, and the
personal pronoun I
English Medium Term Plan
Year Group: One
Term : Spring
Speak audibly and fluently
with an increasing
command of Standard
English.
Participate in discussions,
presentations and
performances.
To listen and discuss stories
they read independently.
Check that text makes
sense to them as they read
and correcting inaccurate
reading
Discuss significance of the
title and events.
Make inference on basis of
what is being said and done.
Discussing and clarifying
word meanings, linking new
meanings to known
vocabulary.
Recognising simple recurring
literacy language in stories.
Listening to, discussing and
expressing views about a
wide range of stories they
can read independently.
order.
form short narratives
Spelling
-words containing each
of the 40+ phonemes
already taught.
-common exception
words.
Re reading what they have
written to check that it
make sense,
Naming the letters of
the alphabet
-using letter names to
distinguish between
alternative spellings of
the same sound
Apply simple spelling
rules
Write from memory
simple sentences
dictated by the
teacher that include
words using the GPCs
and common word
exception word taught
so far.
add prefixes and
suffixes:
using the spelling rule
for adding –s or –es as
the plural marker for
nouns and the third
person singular marker
for verbs
Read aloud their writing
clearly enough to be heard
by their peers and the
teacher.
Re-read writing and selfassess against a given
criteria.
Within writing, use a wide
range of vocabulary to add
interest for the reader.
To learn how to use
noun phrases to
describe and specify.
To start to use
subordination such
as because and when.
Beginning to
punctuate sentences
correctly using a
capital letter and a
full stop, question
mark or exclamation
mark.
English Medium Term Plan
Year Group: One
Term : Spring
using the prefix un–
using –ing, –ed, –er and
–est where no change is
needed in the spelling
of root words [for
example, helping,
helped, helper, eating,
quicker, quickest]