Literacy Year 2 Week beginning 15th September
Objectives
Spelling sound: ai
To make simple
predictions about
the story
ai sound
L.I. Identify the
main sequence of
events in the story.
Retell the story with
sufficient detail to
engage their
audience.
L.I. To use speech
marks to show
someone is speaking
Week1
Wednesday
Week 1 Tuesday
Week 1 Monday
L.I.To use reading
strategies to read
unfamiliar words
Phonics sound ay
Text/Speaking/Listening
Word/Sentence
Stories with familiar settings (2 wks)
Independent group activities
Outcomes
Phonics sound: ay
Word work: Introduce spelling sound (ai) 5mins
Introduce the story Can’t you Sleep Little Bear by Martin
Wardell. Discuss key words such as: title, author, illustrator,
characters, setting, fiction and non-fiction. Discuss the front
cover. What reasons might there be for Little Bear not being
able to sleep? Can they make any predictions about what the
story might be about from the front cover?
Read the story as a class using flipchart. Discuss different
reading strategies to read unfamiliar words eg use phonics,
skip word and read the rest of the sentence, look at the
picture for clues. Encourage pausing at commas and using
expression. Highlight adjectives used. STOP SIGN! PG3.
Talk about the events of the story so far and encourage the
children to link their own experiences with those of the
characters in the story. Eg –afraid of the dark –can’t sleep –
feeling lonely.
Discuss their predictions from yesterday’s lesson. Read the
rest of the story to the class.
Introduce children to key words: beginning, middle and end
of a story. Can they identify what happened in the different
parts of the story? Encourage the children to retell the
story using the pictures on the flipchart as prompts (or
finger puppets). Discuss the similarities and differences
between retelling the story orally and reading it. Explain that
when stories are retold that they are likely to be different
because different people tell them in different ways.
Introduce phonics sound: ay
Read “Can’t you sleep Little Bear,” said Big Bear.
What punctuation marks do we notice? Stress the speech
marks are around the spoken words and the capital letter at
the beginning of the speech. Can we think of any other words
to use instead of said?
BA
To name the key
features of a book
and make simple
predictions.
A
To make simple
predictions about
what might happen
next.
AA
To make simple
predictions about
what might happen
next. What advice
would you give Little
Bear to help him
sleep?
1. Recognise ai
sound
2. Use different
reading strategies
when reading
independently
3. To make simple
predictions
AA
Working in pairs
chn make notes to
help with the
retelling of the
story. Encourage
use of story
language and time
connectives.
1. Recognise the
different part of a
story.
2. To sequence the
main events in the
story correct.
AA
Improve the
sentences by using
speech marks and
other words for
said.
1. Recognise the …
sound
2. To use speech
marks to show
spoken works.
Plenary
Listen to and discuss children’s predictions.
BA
To sequence a set of
pictures in the
correct order.
Discuss different
clues in the pictures.
A
To sequence a set
sentences in the
correct order. Using
reading strategies
to read unfamiliar
words.
Plenary
AA To retell the story to the class.
BA
A
To practise on white
Fill in speech
boards what Little
bubbles for Big Bear
Bear might have
and Little Bear and
said.
turn into direct
speech.
Literacy Year 2 Week beginning 15th September
Objectives
Text/Speaking/Listening
Stories with familiar settings (2 wks)
Word/Sentence
Independent group activities
Outcomes
Week 1 Friday
Week 1 Thursday
Plenary See Flipchart
L.I. To understand
that there are
irregular past tense
verbs
To understand that
we add ed to regular
verbs
LI. To recount the
story in my own
words
To read the passage from the story. Highlight the verbs.
Discuss that looked ends in ed. Discuss that some verbs
change sound and spelling when they are written in the past
tense. These are called irregular past tense verbs eg went,
lit, put.
Complete activities on the flip chart.
BA
Reading, writing and
understanding the
irregular past tense
verbs in the story.
A
Cloze procedure. Fill
in the missing verb.
AA
Change the verbs
in the sentence to
the past tense.
Plenary
See flipchart
Spelling Test 10mins
Read the story to the class again. Invite the children to read
different parts. Changing their voice for different
characters etc.
BA/A/AA
Write sentences based on the story using so, because, but,
although.
Plenary
Ask some of the chn to read out their recounts of the story
1. Recognise a verb
2. Understand we
add ed to regular
verbs
3. Understand that
there are irregular
past tense verbs
we just have to
learn.
1. Use
checklist
to self
assess and
teacher
assess.
2. Use
conjunctio
ns