Literacy Unit Summary Plan
Name:
Class:
Year Groups: Two and
Three
Non-Fiction Unit 1 - 4 weeks
Instructions
Term:
Week Beginning:
Outcome
Objectives
Write a sequence of instructions using consistent tense, detailed diagrams
and numbers or words indicating chronological order (marking and feedback
against agreed success criteria).
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in
every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2
Strand 11 – Sentence Structure and Punctuation at both key stages
Overview
These are in addition to the Objectives listed below
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Introduce the unit with a game following verbal instructions, given by the
teacher and children. Gradually increase the number of instructions in
the sequence. From the labels in the classroom pick out those that are
instructions and discuss some of their features such as direct imperative
register, short length and lack of superfluous words. Carry out an activity
in a foundation subject such as planting beans (see Developing Early
Writing), making a kite or cooking and then scribe the instructions for the
class so another class can be told how to do it. Use diagrams to make
some of the steps easier. Draw out some of the organisational features
used to make it straightforward: statement of purpose, listing materials
or ingredients, sequential steps, direct/imperative language.
Read and follow simple sets of instructions such as recipes, plans,
constructions that include diagrams.
Children write simple instructions independently, for example getting to
school, playing a game.
Prior Learning
Check that children can already:
 Listen to and follow at least three consecutive instructions.
 Read and follow simple written instructions.
1. Speaking
 Y2 – Speak with clarity and use appropriate intonation when reading and reciting texts
 Y3 – Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and
accounts are ended effectively
 Y3 – Develop and use specific vocabulary in different contexts
2. Listening and responding
 Y2 – Listen to others in class, ask relevant questions and follow instructions
 Y3 – Follow up others’ points and show whether they agree or disagree in whole-class discussion
3. Group discussion and interaction
 Y2 – Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement
 Y3 – Use talk to organise roles and actions
5. Word recognition: decoding (reading) and encoding (spelling)
 Y2 – Read independently and with increasing fluency longer and less familiar texts
 Y2 – Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and
spelling patterns
 Y2 – Know how to tackle unfamiliar words that are not completely decodable
 Y2 – Read and spell less common alternative graphemes including trigraphs
 Y2 – Read high and medium frequency words independently and automatically
6. Word structure and spelling
 Y2 – Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and
spelling patterns including common inflections and use of double letters
 Y2 – Read and spell less common alternative graphemes including trigraphs
7. Understanding and interpreting texts
 Y2 – Draw together ideas and information from across a whole text, using simple signposts in the text
 Y3 – Identify and make notes of the main points of section(s) of text
 Y2 – Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet
points
 Y3 – Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen
8. Engaging with and responding to texts
 Y2 – Engage with books through exploring and enacting interpretations
 Y3 – Identify features that writers use to provoke readers’ reactions
Phase 1 – approx 3 days
Phase 1 Learning outcomes
The teacher demonstrates oral instructions
and children practise giving and following
oral instructions.
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Children can follow a series of simple
instructions correctly.
Children can effectively give oral
instructions in the correct sequence.
Children can read and follow a simple
sequence of instructions related to
another curriculum area or classroom
procedure.
Children can identify key features of
written instructions.
9. Creating and shaping texts
 Y2 – Draw on knowledge and experience of texts in deciding and planning what and how to write
 Y3 – Make decisions about form and purpose, identify success criteria and use them to evaluate their writing
 Y2 – Maintain consistency in non-narrative, including purpose and tense
 Y3 – Write non-narrative texts using structures of different text-types
 Y2 – Select from different presentational features to suit particular writing purposes on paper and on screen
 Y3 – Use layout, format, graphics and illustrations for different purposes
10. Text structure and organisation
 Y2 – Use appropriate language to make sections hang together
 Y3 – Group related material into paragraphs
11. Sentence structure and punctuation
 Y2 – Use question marks, and use commas to separate items in a list
Phase 2 – approx 3 days
Phase 2 Learning outcomes
Resources
The teacher demonstrates how to read and
follow simple written instructions and
children read and follow simple written
instructions. The teacher and children
analyse language features of written
instructions.
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Children can write a series of
instructions, including diagrams.
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Phase 3 – approx 4 days
Phase 3 Learning outcomes
The teacher demonstrates how to write
instructions and the teacher and children
write a set of instructions together. Children
write their own instructions and evaluate.
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Children can write a simple sequence
of instructions to be followed by
another child or group. They use
appropriate tense consistently, indicate
sequence clearly, for example through
numbering or use of sequencing words,
and include a detailed diagram.
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Speaking, listening, learning: working with children in Key Stages 1 and 2, Ref: 0627-2003 G
http://www.standards.dfes.gov.uk/primary/publications/literacy/818497/pns_speaklisten062403acts.pdf (PDF 757 Kb)
Developing early writing, Ref: 0055/2001, Year 2 unit 11: Instructions
http://www.standards.dfes.gov.uk/primary/publications/literacy/63337/
Writing flier 6 - Instructions: here's one I made earlier, Ref: 0532/2001
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201inst6.doc
Y1/2 literacy and geography: writing instructions and non-chronological reports - non-fiction case study (web-based
only)
http://www.standards.dfes.gov.uk/primary/casestudies/literacy/403685/403765/
Learning to learn: key aspects of learning across the primary curriculum, Ref: 0526-2004 G, from Learning and
teaching in the primary years
http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/
Non-fiction and children with severe learning difficulties - non-fiction case study (web-based only)
http://www.standards.dfes.gov.uk/primary/casestudies/inclusion/sen/702003/
The National Curriculum in action website includes examples of instruction writing in other subjects at Year 2
http://www.ncaction.org.uk/search/index.htm