YEAR 1 / YEAR 2 MIXED AGE PLAN
Year 1 Non-fiction - Unit 4 - Objectives
To ensure effective planning of literacy skills, teachers need to ensure they plan for the ongoing
elements of literacy learning within each unit and across the year, using assessment for learning to
ensure children make effective progress, ensuring they reach national expectations.
The links below take you to the relevant strand objectives to ensure effective planning for core skills.
5. Word recognition:
11. Sentence structure and
decoding (reading) and encoding
6. Word structure and spelling
punctuation
(spelling)
Most children learn to:
(The following list comprises only the strands, numbered 1 through 12, that are relevant to this
particular unit.)
2. Listening and responding
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Listen with sustained concentration, building new stores of words in different contexts (Y1)
Listen to tapes or video and express views about how a story or information has been
presented (Y1)
Listen to others in class, ask relevant questions and follow instructions (Y2)
Listen to talk by an adult, remember some specific points and identify what they have
learned (Y2)
3. Group discussion and interaction
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Ask and answer questions, make relevant contributions, offer suggestions and take turns
(Y1)
Ensure that everyone contributes, allocate tasks, and consider alternatives and reach
agreement (Y2)
Work effectively in groups by ensuring that each group member takes a turn challenging,
supporting and moving on (Y2)
Listen to each other’s views and preferences, agree the next steps to take and identify
contributions by each group member (Y2)
5. Word recognition: decoding (reading) and encoding (spelling)
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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 words (Y1)
Read independently and with icreasing 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 completeley decodable (Y2)
Read and spell less common alternative graphemes including trigraphs (Y2)
Read high and medium frequency words independently and automatically (Y2)
6. Word structure and spelling
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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 (Y1)
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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 common alternative graphemes includiong trigraphs (Y2)
7. Understanding and interpreting texts
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Make predictions showing an understanding of ideas, events and characters (Y1)
Recognise the main events that shape different texts (Y1)
Draw together ideas and information from across a whole text, using simple signposts in the
text (Y2)
Explain organisational features of texts, including alphabetical order, layout, diagrams,
captions, hyperlinks and bullet points (Y2)
8. Engaging with and responding to texts
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Select books for personal reading and give reasons for choices
Read whole books on their own, choosing and justifying selections (Y2)
Explain their reactions to texts, commenting on important aspects (Y2)
9. Creating and shaping texts
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Independently choose what to write about, plan and follow it through (Y1)
Convey information and ideas in simple non-narrative forms (Y1)
Find and use new and interesting words and phrases, including story language (Y1)
Create short simple texts on paper and on screen that combine words with images (and
sounds) (Y1)
Draw on knowledge and experience of texts in deciding and planning what and how to write
(Y2)
Maintain consistency in non-narrative, including purpose and tense (Y2)
Make adventurous word and language choices appropriate to the style and purpose of the
text (Y2)
Select from different presentational features to suit particular writing purposes on paper and
on screen (Y2)
10. Text structure and organisation
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Write chronological and non-chronological texts using simple structures (Y1)
Group written sentences together in chunks of meaning or subject (Y1)
Use planning to establish clear sections for writing (Y2)
Use appropriate language toi make sections hang together (Y2)
11. Sentence structure and punctuation
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Use capital letters and full stops when punctuating simple sentences (Y1)
Compose and write simple sentences independently to communicate meaning (Y1)
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)
12. Presentation
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Write most letters, correctly formed and orientated using a comfortable and efficient pencil
grip (Y1)
Write with spaces between words accurately (Y1)
Write legibly, using upper and lower case ledtters appropriately within words, and observing
correct spacing within and between words (Y2)
Year 1 Non-fiction Unit 3 mixed age plan Y1/2
Phase 1: Reading; exploration (5 days)
Learning outcomes:
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Children can ask simple questions (Y1)
Children can identify a contents page and an index in an information text. They can use these to
find the right page to answer simple questions, for example ‘Where would I find out about kittens’
(Y1)
Children can ask and answer questions, make relevant contributions, offer suggestions and take
turns (Y2)
Phase 2: Reading; analysis (4 days)
Learning outcomes:
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Children can say what the key structural features of a simple information text are (Y1)
Children can say whether a sentence is in an appropriate style for an information text (Y1)
Children can explain organisational features of texts – alphabetical order, layout, diagrams,
captions, hyperlinks, bullet points (Y2)
Phase 3: Talk for writing; writing; evaluation (6 days)
Learning outcomes:
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Children can write sentences for an information text in an appropriate style (Y1)
This work could be repeated later, using different content and extending demand (Y1)
Ensure that children have appropriate specific phonic input during this time (Y1)
Children can write several sentences in a simple non-narrative form to convey ideas and
information, including appropriate vocabulary (Y2)