Literacy R&Y1 New Framework Plan: SpringA Weeks 1-3
Narrative: Unit 3 Traditional and fairy stories
Children are introduced to some of the features of traditional tales using a variety of stories in farm settings. Using an Animated Tale,
they compare versions and the use of different media, and produce their own version of Chicken Licken.
Week
Wk 1
R
Wk 1
Y1
Strands 1-4
Speaking/Listening/Drama
Strands 5-6
Word Level
Strands 7-10
Text Level
Strands 11-12
Sentence/Presentation
1. Enjoy listening to and using spoken and written
language and readily turn to it in play and learning.
1. Use talk to organise, sequence and clarify thinking,
ideas, feelings and events.
2. Listen with enjoyment and respond to stories, songs
and other music, rhymes and poems and make up their
own stories, songs and rhymes and poems.
2. Sustain attentive listening, responding to what they
have heard by relevant comments, questions or actions.
2. Extend their vocabulary, exploring the meanings and
sounds of new words.
3. Interact with others, negotiating plans and activities
and taking turns in conversation.
3. Use talk to organise, sequence and clarify thinking,
ideas, feelins and events.
4. Use language to imagine and recreate roles and
experiences.
1. Retell stories ordering events using story language.
2. Listen with sustained concentration; build new stores
of words in different contexts.
2. Listen to tapes or video and express views about how a
story or information has been presented.
3. Ask and answer questions, make relevant
contributions, offer suggestions, take turns.
4. Act out well known stories using voices for characters.
4. Explore themes and characters through improvisation
and role-play.
5. Hear and say sounds
in words in the order
in which they occur.
7. Show an understanding of the
elements of stories, such as main
character, sequence of events, and
openings.
7. Retell narratives in the correct
sequence, drawing on the language
patterns of stories.
11. Write their own names
and other things such as
labels and captions and
begin to form simple
sentences sometimes using
punctuation.
5. Recognise and use
alternative ways of
spelling known
phonemes.
5. Identify the
constituent parts of 2
and 3 syllable words to
support the application
of phonic knowledge
and skills.
6. Spell new words
using phonics as the
prime approach.
7. Recognise the main elements that
shape different texts.
7. Identify the main events and
characters in a story.
7. Explore effect of patterns of
language and repeated words or
phrases.
7. Make predictions showing an
understanding of events and
characters.
8. Visualise and comment on events and
characters, making imaginative links to
own experiences.
9. Find and use new, interesting words
and phrases, including story language.
11. Compose and write
simple sentences
independently to
communicate meaning.
© Original resource copyright Hamilton Trust, 2007 who give permission for it to be adapted as wished by individual users.
YR_1 N Unit 3 – SprA – Weeks 1-3
Literacy R&Y1 New Framework Plan: SpringA Weeks 1-3
Narrative: Unit 3 Traditional and fairy stories
Week
Wk 2
R
Wk 2
Y1
Strands 1-4
Speaking/Listening/Drama
Strands 5-6
Word Level
Strands 7-10
Text Level
Strands 11-12
Sentence/Presentation
1. Extend their vocabulary, exploring the
meanings and sounds of new words.
3. Interact with others, negotiating plans
and activities and taking turns in
conversation.
4. Use language to imagine and recreate
roles and expereinces.
5. Hear and say sounds in
words in the order in which
they occur.
6. Use phonic knowledge to
write simple regular words and
make phonetically plausible
attempts at more complex
words.
11. Write their own names
and other things such as
labels and captions and begin
to form simple sentences
sometimes using punctuation.
12. Use a pencil and hold it
effectively to form
recognisable letters, most of
which are correctly formed.
3. Ask & answer questions, make relevant
contributions, offer suggestions and take
turns.
4. Explore familiar themes and characters
through discussion.
5. Recognise and use
alternative ways of spelling
known phonemes.
5. Identify the constituent
parts of 2 and 3 syllable words
to support the application of
phonic knowledge and skills.
6. Spell new words using
phonics as the prime approach.
6. Segment words into their
constituent phonemes in order
to spell them correctly.
7. Show an understanding of the main
elements of stories, such as main character,
sequence of events and openings.
7. Retell narratives in the correct sequence,
drawing on the language patterns of stories.
8. Show an understanding of the elements
of stories, such as main character, sequence
of events and openings.
9/10. Attempt writing for various purposes,
using features of different forms.
7. Identify the main events and characters
in traditional tales.
7. Recognise the main elements that shape
traditional tales.
9. Identify and use key features of
narrative in own writing.
9. Find and use new and interesting words
and phrases, including story language.
9. Create short simple texts on paper that
combine words with images.
9. Independently choose what to write, plan
and follow it through.
9. Convey information and ideas in simple
non-narrative forms.
10. Write non-chronological texts using
simple structures.
© Original resource copyright Hamilton Trust, 2007 who give permission for it to be adapted as wished by individual users.
11. Compose and write simple
sentences to communicate
meaning.
12. Write most letters
correctly formed and
orientated.
12. Write with spaces
between words accurately.
YR_1 N Unit 3 – SprA – Weeks 1-3
Literacy R&Y1 New Framework Plan: SpringA Weeks 1-3
Narrative: Unit 3 Traditional and fairy stories
Week
Wk 3
R
Wk 3
Y1
Strands 1-4
Speaking/Listening/Drama
Strands 5-6
Word Level
Strands 7-10
Text Level
Strands 11-12
Sentence/Presentation
2. Sustain attentive listening, responding to what
they have heard by relevant comments, questions
or actions.
3. Interact with others, negotiating plans and
activities and taking turns in conversation.
3. Use talk to organise, sequence and clarify
thinking, ideas, feelings and events.
4. Use language to imagine and recreate roles and
experiences.
5. Hear and say sounds in
words in the order in which
they occur.
6. Use phonic knowledge to
write simple regular words
and make phonetically
plausible attempts at more
complex words.
9. Attempt writing for various
purposes, using features of
different forms.
11. Write their own names and
other things such as labels and
captions and begin to from
simple sentences sometimes
using punctuation.
12. Use a pencil and hold it
effectively to form
recognisable letters, most of
which are correctly formed.
2. Listen to/watch animations and express views
about how a story has been presented.
3. Take turns to speak, listen to other’s
suggestions and talk about what they are going to
do.
3. Ask and answer questions, make relevant
contributions, offer suggestions, take turns.
4. Act out well-known stories using voices for
characters.
4. Discuss why they like a performance.
4. Explore familiar characters through role-play
and improvisation.
5. Recognise and use
alternative ways of spelling
known phonemes.
6. Spell new words using
phonics as the prime
approach.
9. Use key features of narrative in
writing.
9. Independently choose what to
write about, plan it and follow it
through.
10. Group written sentences
together in chunks of meaning.
10. Write chronological texts using
simple structures.
11. Compose and write simple
sentences.
11. Use capital letters and full
stops.
12. Write most letters
correctly and legibly.
12. Write with spaces between
words.
Themes
Characterisation, dialogue, handwriting, narrative, opinion, powerful verbs, punctuation, re-telling stories, rhyme, role-play, sentence
structure, sequencing, sounding out words, speaking & listening, story structure, traditional stories, writing collaboratively.
© Original resource copyright Hamilton Trust, 2007 who give permission for it to be adapted as wished by individual users.
YR_1 N Unit 3 – SprA – Weeks 1-3