Literacy Unit Summary
Name:
Class:
Outcome
Y1 and Y2 Objectives
Gain confidence in playing
with language (teacher
observation). Write one or
more complete sentences
based on an example of
patterned language from
reading (marking, selfassessment).
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 (4 weeks or 2 x 2
weeks)
This is the second of a block
of four narrative units in
Year 1. It builds on
children’s experience and
knowledge from Early Years
Foundation Stage and Year
1 narrative unit 1. The unit
can be linked to many other
curriculum areas such as
geography or music. It can
be taught in two sequences
each lasting two weeks, as
illustrated below, or as a
single 4-week unit. The
teaching sequence is
repeated but the texts read
and the writing outcomes
are different.
Prior Learning
Check that children can
already:
Experiment with sounds,
words and texts when
making up their own stories
and rhymes.
Take turns in group
discussions.
Identify the characters,
settings and main events in
a story.
Write a complete sentence
using a capital letter and full
stop.
Year Group: One and Two
Narrative Unit 2
Stories from other cultures / with predictable patterned language
Term:
Week Beginning:
These are in addition to the Objectives listed below
1. Speaking
 Y1 – Interpret a text by reading aloud with some variety in pace and emphasis
 Y2 – Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
2. Listening and responding
 Y1 – Listen with sustained concentration, building new stores of words in different contexts
 Y2 – Listen to others in class, ask relevant questions and follow instructions
3. Group discussion and interaction
 Y1 – Take turns to speak, listen to others' suggestions and talk about what they are going to do
 Y2 – Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement
 Y1 – Explain their views to others in a small group, decide how to report the group's views to the class
 Y2 – Listen to each other’s views and preferences, agree the next steps to take and identify contributions by each group member
5.Word recognition: decoding (reading) and encoding (spelling)
 Y1 – Recognise and use alternative ways of pronouncing the graphemes already taught
 Y1 – Recognise and use alternative ways of spelling the graphemes already taught
 Y1 – Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills
 Y1 – Recognise automatically an increasing number of familiar high frequency words
 Y1 – Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
 Y1 – Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
 Y1 – Read and spell phonically decodable two-syllable and three-syllable word
 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
 Y1 – Spell new words using phonics as the prime approach
 Y1 – Segment sounds into their constituent phonemes in order to spell them correctly
 Y1 – Recognise and use alternative ways of spelling the graphemes already taught
 Y1 – Use knowledge of common inflections in spelling, such as plurals, -ly, -er
 Y1 – Read and spell phonically decodable two-syllable and three-syllable words
 Y2 – Spell with increasing accuracy and confidence, drawing on words 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
 Y1 – Identify the main events and characters in stories, and find specific information in simple texts
 Y1 – Use syntax and context when reading for meaning
 Y1 – Explore the effect of patterns of language and repeated words and phrases
 Y2 – Draw together ideas and information from across a whole text, using simple signposts in the text
 Y2 – Give some reasons why things happen or characters change
 Y2 – Use syntax and context to build their store of vocabulary when reading for meaning
 Y2 – Explore how particular words are used, including words and expressions with similar meanings
8. Engaging with and responding to texts
 Y1 – Select books for personal reading and give reasons for choices
 Y2 – Read whole books on their own, choosing and justifying selections
Continued overleaf
Phase 1 – approx 3 days
Phase 1 Learning outcomes
Read stories with predictable and patterned
language, including stories from other cultures. Talk
about the effect of patterns of language and repeated
words and phrases. Children join in with and recite
parts of stories.
Children can recognise language patterns and
repeated words and phrases in a text and discuss
their effect on a reader.
Phase 2 – approx 2 days
Phase 2 Learning outcomes
Use language play to explore, adapt and invent
sentences or lines based on patterns in familiar
stories. Demonstrate and then children write new
sentences using similar patterns to those read.
Children can work as part of a group, taking turns
sharing ideas, listening to others and reporting their
findings.
Phase 3 – approx 2 days
Phase 3 Learning outcomes
Resources
Demonstrate how to discuss a book, identifying what
is familiar and unfamiliar and looking for patterns in
the text. Children work as part of a group to discuss a
book and then report back to the class.
Children can work as part of a group, taking turns
sharing ideas, listening to others and reporting their
findings.
Phase 4 – approx 3 days
Phase 4 Learning outcomes
Demonstrate how to write a new story based on a
familiar patterned text. Explore story ideas using
drama. Begin writing, modelling the process of
rehearsing orally and cumulatively rereading.
Children write their own sentences for the middle of
the story, incorporating ideas from reading.
Demonstrate how to complete the new story.
Children can write simple sentences using patterned
language, words and phrases taken from familiar
stories.
The following resources are to support the learning and teaching of Literacy
 Narrative Y1 T1 patterned stories and picture storybooks
http://www.standards.dfes.gov.uk/primary/teachingresources/literacy/nls_teaching_writing/40424
5/663049/nls_npp_narr_y1t1patterns.pdf (PDF 56.3Kb)
 Year 1 texts for pupils with an additional English language - quality text: a Caribbean counting
book
http://www.standards.dfes.gov.uk/primary/teachingresources/literacy/quality_text/year1/y1t2carib
bean_counting_book/nls_qualitytext_y1t2caribb.pdf (PDF 5.5Kb)
 Quality text resources: Kurdish folk tale
http://www.standards.dfes.gov.uk/primary/teachingresources/literacy/quality_text/year2/y2t2sengi
lo_mengilo/nls_qualitytext_y2t2sengilo.pdf (PDF 53.7Kb)
 Learning to learn: key aspects of learning across the primary curriculum, (Ref: 0526-2004) from
Learning and teaching in the primary years
http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/
 Writing flier 1 - Improving writing and 2 - Writing narrative, (Ref: 0532/2001)
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201imp
01.doc (MS WORD 193Kb)
http://www.standards.dfes.gov.uk/primary/publications/literacy/63353/nls_teachwriting053201nar
r2.pdf (PDF 63.2Kb)
9. Creating and shaping texts
 Y1 – Independently choose what to write about, plan and follow it through
 Y2 – Draw on knowledge and experience of texts in deciding and planning what and how to write
 Y1 – Use key features of narrative in their own writing
 Y2 – Sustain form in narrative, including use of person and times
 Y1 – Find and use new and interesting words and phrases, including story language
 Y2 – Make adventurous word and language choices appropriate to the style and purpose of the
text
 Y1 – Create short simple texts on paper and on screen that combine words with images (and
sounds)
 Y2 – Select from different presentational features to suit particular writing purposes on paper and
on screen
10. Text structure and organisation
 Y1 – Write chronological and non-chronological texts using simple structures
 Y2 – Use planning to establish clear sections for writing
11. Sentence structure and punctuation
 Y1 – Compose and write simple sentences independently to communicate meaning
 Y1 – Use capital letters and full stops when punctuating simple sentences
 Y2 – Write simple and compound sentences and begin to use subordination in relation to time
and reason
 Y2 – Compose sentences using tense consistently (present and past)
 Y2 – Use question marks, and use commas to separate items in a list
12. Presentation
 Y1 – Write most letters, correctly formed and orientated, using a comfortable and efficient pencil
grip
 Y1 – Write with spaces between words accurately
 Y1 – Use the space bar and keyboard to type their name and simple texts
 Y2 – Write legibly, using upper and lower case letters appropriately within words, and observing
correct spacing within and between words
 Y2 – Form and use the four basic handwriting joins
 Y2 – Word process a short narrative and non-narrative texts