Year 2
Theme / Literacy
Term:
2
Weekly
Session
Session
Session
Session
Session
overview
We are learning to follow verbal instructions.
1
We are learning to develop good listening skills.
2
We are learning about verbs.
3
We are learning to write a list.
4
We are learning to follow verbal instructions
5
Session 6
Session 7
Session 8
Session 9
Session 10
Week beginning
14-11-10
Unit Instruction
I can follow a series of verbal instruction.
I can follow a series of verbal instruction.
I know that a verb is a doing word.
I can write a list.
We are learning to use sequencing words in oral
instructions.
We are learning about imperative verbs also known as
‘bossy verbs’
We are learning to write our own instructions.
We are learning
We are learning
We are learning
Teacher focus in bold.
1
1. I can follow a set of oral instructions in order.
2. I can read a simple set of instructions.
I can invent a set of sequenced instructions using
sequencing words.
Session 1
Learning
Success
Intention/skills criteria/
We are learning
Assessment
to follow verbal
opportunities
instructions
Remember to
listen carefully to
the instruction.
Remember to
follow the
instruction.
Main teaching/Context
Explain to the chn that for the next few weeks we will be learning about instruction
writing. Explain that our target will be to learn how to follow verbal instructions, written
instructions and write our own instructions using the correct vocabulary.
TPT What do I mean by the word instruction. Ask a child to walk over to the door and
open it. What have I just asked? Agree that it is an instruction.
Display the word instruction on the IWB
Use the hall if available.
If we are to follow verbal instructions properly what must we have? (Good listening skills.)
Encourage chn to listen carefully as I give instructions.
Choose a partner.
Place a ball between you.
Gradually build up the number of instructions as the game proceeds.
Eg find a space and face each other. Roll the ball until I blow the whistle.
Activity
Children to work in mixed ability pairs. One child to give an instruction for the other to
follow.
Plenary
AFL
Self assess. Also partners to assess each other. Did they follow
the instructions clearly? Did the instructions have to be given in
a certain order? Discuss.
I can follow a series of verbal instruction.
Assessment opportunities
Take photos for learning wall display. Assessment sheets.
2
Session 2
Learning
Success
Intention/skills criteria/
We are learning
Assessment
to develop good
opportunities
listening skills.
Remember to:
listen carefully
the instruction
read to you.
Follow the
instruction.
Main teaching/Context
Literacy Listening skills activity.
Activity
Literacy Listening skills activity.
Plenary
AFL
Self assess. Work through the sheet together. Chn to mark their
their own work.
3
LA/SpNds
Sue to do the same activity with her group
but take them out to another area so that
they will have less distraction.
Session 3 Friday 18-11-11
Learning
Success
Intention/skills criteria/
We are learning
Assessment
about verbs
opportunities
Remember to read
the sentence.
Select a verb
from the word
bank.
Record.
Main teaching/Context
Recap on what the chn were learning in previous lesson. (Following instructions in the hall)
Explain that today we are going to be looking at a group of words which are used for what
people and animals do, ie ‘doing’ words.
TP Does anyone know the proper name for these words? (Link back to instructions when
they were asked to do something)
Display some pictures on SB of different verbs. Emphasise that the word sing tells us
what somebody or something is doing. Can we add to the collection of verbs.
Together carry out some action words. Walk, jump, skip etc. Play Simon says.
Show a few sentences on SB. Read together and identify the verbs.
Activity
HA. Add verbs to a
sentence. Identify what
people are doing and write
the verb. Write their own
sentence and underline the
verb.
MA Add verbs to a
LA/Sp Nds Show the chn
sentence. Identify what
people are doing and write
the verb.
some pictures of different
animals. Think of words to
describe what they do.
Provide a communicate in
print word bank. TA
Plenary
AFL
Self assess. Ask children to think of their own sentences . Tell
their partner. Partner to identify the verb.
Ask for feed back and scribe a few on the board. Discuss any
miosconceptions.
I know that a verb is a doing word.
4
Session 4
Monday 21-11-11
Learning
Success
Intention/skills criteria/
We are learning
Assessment
about key
opportunities
organisational
features of a set
of instructions.
Remember to read
the instructions.
Label the main
parts.
Use word banks.
Main teaching/Context
Explain to the chn that over the next few days we will be looking at different types
instructions and learning about how they are organized. Introduce the chn to different
types of instructions eg recipes by showing them examples in books and magazines and on
the IWB. Talk about the key organisational features of a set of instructions, including
title headings, any use of numbers, pictures, diagrams, handy hints, safety tips etc.
Together identify these in a set of instructions.
Activity
HA Provide the chn with a
set of instructions. Chn
have to label all the
organizational features.
MA Provide a word bank for
support.
Chn work with a partner and
have a communicate in print
word bank.
LA /SpNds As MA plus TA
support.
Plenary
AFL
Self assess. Chn to show their work. Discuss.
I know the key features of instructions.
Session 5
Learning
Success
Intention/skills criteria/
We are learning
Assessment
to sequence a set opportunities
of instructions.
Remember to:
Read the
instructions.
Main teaching/Context
Revisit the list of key instructional features talked about yesterday. Display a list of
jumbled up instructions on the SB.
Allow the chn time to discuss the order they should be in and why.
Together place the steps of instructions, illustrations, diagrams, title in the correct
order. Draw attention to the title, any use of numbers and where pictures and diagrams
should go. When complete ask the chn if there is anything else they would like to add such
as safety tips or extra diagrams.
5
Put in the correct
order.
Add any other
features.
Activity
HA Chn to put the sections
in the correct order,
rewrite and add
illustrations.
Plenary Self assess.
MA
LA/SpNds
Chn to put the sections in
the correct order, rewrite
and add illustrations.
Provide a framework for
the chn to use.
Cut a recipe into sections for
the children to reassemble.
They can then add any other
features. TA
AFL
Chn to show some of their finished work. Display a st of
instructions for the chn to recap on the key features.
Session 6
Learning
Success
Intention/skills criteria/
We are learning
Assessment
to follow a set of opportunities
instructions for
making pizza.
Remember to:
Follow Grandma’s
handy hints for
cooking.
Main teaching/Context
Recap on all we have covered so far. Explain LI.
Place a jumbled set of instructions, pictures title etc for making a pizza on the SB.
Explain that before we can make the pizzas we have to put the instructions in the correct
order.
Visit www.hungry-wolf.com and click on snacks.
Activity
Together follow the instructions for making pizza.
Plenary
AFL
Eat and enjoy.
6
Session 7
Learning
Success
Intention/skills criteria/
We are learning
Assessment
about time
opportunities
sequencing words.
Remember to read
the set of
instructions.
Read the time
connectives.
Choose which one
you think is best.
Write out the
sentence/add
word.
Main teaching/Context
Recap on what we learnt in the previous lesson. Display another set of instructions.
Tell the chn that we are going to look at the types of words which begin sentences in a
set of instructions to make A Fresh Fruit salad.
TPT to discuss. Display a set of instructions with the first words missing.
IWB highlight sequential words, eg next, finally in one colour and words which give a
command in another colour.
Re-visit the set of instructions that we used in previous lesson. Ask the chn to suggest
sequential words that we could use at the beginning of each instruction.
Activity
Give each group a set of instructions for them to add time words.
HA Add time words to a
set of instructions.
MA Add time words to a
set of instructions. Provide
a word bank.
LA /SpNds TA support and
communicate in Print word
bank.
Plenary
AFL
Ask some of the chn to read out their set of instructions.
I can use time words in instruction writing.
Session 8
Learning
Success criteria/
Intention/skills Assessment
We are learning opportunities
about imperative
verbs also known
as ‘bossy verbs’
Remember to read the set
of instructions carefully.
Remember to choose the
most appropriate imperative
verb to match the sentence.
Main teaching/Context
Recap on previous learning about instructions and refer to the learning wall.
(Key features of instruction texts, time words)
Who can remember what a verb is. TPT to discuss lots of different verbs and
what they mean. Take feedback. Revise that they are doing words. Using some
of the chn’s ideas ask them to carry out some of verbs suggested.
Display a few sentences can we identify the verb in the sentence. Write on wb.
Show altogether. Underline on IWB.
Explain LI. We are going to be learning about a special type of verb.
7
Record
Focus Group
SpNds
TA cooking with
LA
Display Imperative verb on the IWB and ask the chn to read. Does anyone know
what it means?
Explain that it means a bossy word.
Display a recipe. Ask the chn what they think of the recipe. Does it show all of
the features that we have talked about? (Ingredients, Numbers, time words,
diagrams, short simple instructions.)
Together identify the imperative verbs in the first few instructions.
Explain that the effective instructions were short, clear and bossy. Next read
through the next few instructions that have the imperative verb missing. TRT
to think of the missing verbs.
TRT Now you should be able to tell your partner:
What an imperative verb is and some examples of an imperative verb.
If you can give yourself a smiley.
MA Choose the correct
LA/SpNds Match the
Activity
imperative verb to go
correct imperative verb
HA ICT Or education
with each instruction.
to the instruction
city. Highlight key
Word bank. Add any
written in communicate in
features and imperative
missing features to the
print. Read and record
verbs. Print out and
the instructions on
follow the instructions to set of instructions.
talking tins.
make a paper areoplane.
Plenary
AFL
Self assess. Education city. Ask the Ha to show the class what
they have been doing.
I can use imperative verbs in my instructions.
8
Session 9
Learning
Intention/skills
We are learning
to write our own
instructions.
Focus Group
Success criteria/
Assessment opportunities
Remember to
write a title (How to…)
write a list of the things
needed with bullet points
use a picture or diagram
write instructions in the
write order with numbers
use sentence openers to
order the instructions
use ‘bossy’ verbs
use capital letters and full
stops.
Main teaching/Context
Recap on previous learning about instructions.
Explain that we are going to write our own set of instructions today.
TP what could we write instructions for. List ideas.
What features do we have to remember?
List.
Together think of the instructions for cleaning teeth and scribe.
HA
Write a set of
instructions of
your choice
Plenary
MA
Write instructions.
Provide word bank of time
words.
LA/SpNds
Set of instructions for
cleaning teeth.
Provide CIP word bank
AFL
Use of features linked to instruction writing.
Session 10
Learning
Success
Intention/skills criteria/
We are learning
Assessment
to follow
opportunities
Main teaching/Context
Recap on everything we have learnt about instruction writing. Read the recipe together
and point out the different features.
Explain that we are going to follow the instructions to make our pizza. Talk about hygiene
and washing hands etc.
9
instructions and
make our own
pizza.
Remember to
Read the
instructions.
Follow
instructions.
Enjoy.
Activity
All children to make their own pizza. Cook and enjoy.
Focus Group
Plenary
AFL
10