Literacy Unit Summary Plan
Name:
Class:
Year Groups: Two
and Three
Non-Fiction Unit 2 -3 weeks
Explanations
Term:
Week Beginning:
Outcome
Objectives
Interpret a flow chart or cyclical diagram to explain a process, using language and
gestures appropriately, initially with support, then in a small group, moving on to read
and write independently; produce a simple flow chart or cyclical diagram
independently, making choices about presenting information to suit the purpose;
produce writing, diagrams and pictures that are well organised, and use conjunctions
but and because to assist in explaining a process to the reader; include comparative
expressions, for example brighter, less bright in explanations (oral or written) and use
vocabulary linked to scientific investigations, for example bulb, circuit, connection,
mains; create a glossary for their own or class booklet (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
Link this unit to a curriculum area such as science or design and technology in which a
process needs to be understood. Carry out the practical activity, for example
experiment, investigation, construction task, so that children have first-hand
experience of the process. Lead the children in the creation of a flowchart or cyclical
diagram to explain the process. Model an oral explanation of the process using the
flowchart and appropriate physical gestures. Give the children the opportunity to
explain the same process orally also using language and gestures appropriately.
Show the children a flowchart or cyclical diagram explaining another process and
support their reading before asking them to read others independently. Following
another practical task, children produce a simple flowchart or cyclical diagram
independently.
Prior Learning
Check that children can already:
 Use alphabetical order to access simple dictionaries and glossaries.
 Read simple definitions and explanations.
 Write simple reports - explanations require many of the same language structures
as reports, but explanations are an extension of report texts in that they explain
phenomena, rather than simply describe them.
 Contribute to class discussions on the use of conjunctions which relate to cause
and effect, for example because and so.
These are in addition to the Objectives listed below
1. Speaking
 Y2 – Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support
communication
 Y3 – Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and
accounts are ended effectively
 Y3 – Sustain conversation, explain or give reasons for their views or choices
 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 discussions
 Y2 – Listen to talk by an adult, remember some specific points and identify what they have learned
 Y3 – Identify the presentational features used to communicate the main points in a broadcast
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 action
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 – Give some reasons why things happen or characters change
 Y3 – Infer characters feelings in fiction and consequences in logical explanations
 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
Phase 1 – approx 5 days
Phase 1 Learning outcomes
Read a range of non-fiction texts,
identifying organisational features of the
text including index pages, glossary and
title pages. Construct a glossary of words
drawn from another curriculum area.
Discuss how diagrams, charts, labels and
captions are used in non-fiction texts.
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Find a key word using an index and
then locate the relevant information
on a page (teacher observation, selfassessment). Children can find a key
word using an index and then locate
the relevant information on a page.
Children demonstrate that they have
understood information read from a
book or screen by noting the main
points.
Children can make and use a class
glossary of special interest words
related to the investigation and give
explanations and definitions.
Children can follow a line of enquiry
emerging from their own questions.
8. Engaging with and responding to texts
 Y2 – Engage with books though exploring and enacting interpretations
 Y3 – Empathise with characters and debate moral dilemmas portrayed in texts
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 – 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 planning to establish clear sections for writing
 Y3 – Signal sequence, place and time to give coherence
 Y2 – Use appropriate language to make sections hang together
 Y3 – Group related material into paragraphs
11. Sentence structure and punctuation
 Y2 – Write simple and compound sentences and begin to use subordination in relation to time and reason
 Y3 – Show relationships of time, reason and cause through subordination and connectives
Phase 2 – approx 3 days
Phase 2 Learning outcomes
Resources
Investigate and record the key features of
explanation texts. Demonstrate how to
organise stages in a process using time
and causal connectives.
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Children can use technical
vocabulary and causal
connectives to explain a
process or phenomenon.
Children can model a process
using models, pictures and
diagrams and explain the
process to peers.
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Phase 3 – approx 2 days
Phase 3 Learning outcomes
Revisit and clarify the key features of the
text-type. Construct a pictorial flow chart
based on an investigation from another
curriculum area.

Phase 4 – approx 5 days
Phase 4 Learning outcomes
Demonstrate how to write an explanation
text using causal connectives to create
whole-text cohesion. Children write their
own explanation text sequenced correctly
and using causal connectives to link
sections of the text.
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Children can recognise the structure
and language features of an
explanation text.
Children can make choices about the
best way to present information in an
explanation text, using flow charts
and diagrams.
Children note information collected
from reading more than one source,
their own practical work in another
curriculum area and the use of visual
representation that models a
process. This is presented as a
written, diagrammatic explanation
text or as an oral presentation using
a flow chart or diagram for support.
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Developing early writing, Ref: 0055/2001, unit 13: Explanation; glossary
http://www.standards.dfes.gov.uk/primary/publications/literacy/63337/
Writing flier 8 - Explanation: cause and effect, Ref: 0532/2001
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201exp8.pdf (PDF 190 Kb)
Boys' writing flyers, Ref: 1170/2005 G
http://www.standards.dfes.gov.uk/primary/publications/literacy/1128197/
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)
The National Curriculum in action website includes examples of explanation writing in other subjects at Year 2
http://www.ncaction.org.uk/search/index.htm
Resources for Year 2, Non-Fiction, Unit 2, Reports
ZIP 19KB