Writing Composition Ongoing Pupils should be taught to: write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher. Reading Reading Reading Reading Reading Reading Unit of work based on Read examples of setting Look at different non Read examples of stories Read a range of fantasy Read and talk about Dinosaurs descriptions (Hansel and texts and identify with a pattern and look stories. Children to poems with a pattern. read common Gretel) features at the features of identify features for use Look at examples of exception Main body of work listening to and character description in their own writing. alliteration in poems noting unusual discussing a wide around Hansel and Gretel Look at features of a correspondences of non-fiction and other traditional becoming very letter through T4W cycle. learning to between spelling texts at a level appreciate rhymes tales. familiar with key Look at features of a post and sound and beyond that at and poems, and to Read recounts. stories, fairy card where these occur which they can recite some by read words with stories and in the word read independently heart contractions [for traditional tales, being encouraged to re-read these listening to and example, I’m, I’ll, retelling them link what they read or books to build up discussing a wide we’ll], and and considering hear to their own their fluency and range of poems, understand that the their particular experiences confidence in word stories and apostrophe characteristics reading. becoming very at a level represents the recognising and familiar with key beyond that at omitted letter(s) joining in with stories, fairy stories which they can becoming very read independently predictable and traditional tales, familiar with key phrases retelling them and stories, fairy stories considering their and traditional tales, retelling them particular and considering characteristics their particular characteristics Phonics Phonics Phonics Phonics Phonics Phonics Assess children’s phonics Phase 3 and 4 Phase 4 and 5 Phase 4 and 5 Phonics assessment Phonics assessment for reading and spelling. practise phase 3,4,5. practise phase 3,4,5. – – 2 and 3. High frequency words Past 6 suffixes Polysyllabic
Writing Composition Ongoing Pupils should be taught to: write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher. Reading Unit of work based on Dinosaurs read common exception noting unusual correspondences between spelling and sound and where these occur in the word re-read these books to build up their fluency and confidence in word reading. Reading Read examples of setting descriptions (Hansel and Gretel) Main body of work around Hansel and Gretel and other traditional tales. Read recounts. read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Reading Look at different non texts and identify features listening to and discussing a wide of non-fiction texts at a level beyond that at which they can read independently Reading Read examples of stories with a pattern and look at the features of character description becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics recognising and joining in with predictable phrases Reading Read a range of fantasy stories. Children to identify features for use in their own writing. Look at features of a letter through T4W cycle. Look at features of a post card being encouraged to link what they read or hear to their own experiences becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Reading Read and talk about poems with a pattern. Look at examples of alliteration in poems learning to appreciate rhymes and poems, and to recite some by heart listening to and discussing a wide range of poems, stories and at a level beyond that at which they can read independently Phonics Assess children’s phonics for reading and spelling. 2 and 3. Phonics Phase 3 and 4 Phonics Phase 4 and 5 Phonics Phase 4 and 5 Phonics Phonics assessment practise – phase 3,4,5. Phonics Phonics assessment practise – phase 3,4,5. High frequency words Past 6 suffixes Polysyllabic
Y1-LTP-Cycle-2.docx