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DfES 0000-2003
Crown copyright 2003
Guidance
Curriculum andStandards
Year 2 and Year 3teachersStatus: Recommended
Date of issue: 12-2003
Ref: DfES 0493-2003
Year 2 and Year 3PlanningExemplification andSpelling Programme
-
Disclaimer
The Department for Education and Skills wishes to make clear that the Department andits agents accept no reponsibility for the actual content of any materials suggested asinformation sources in this document, whether these are in the form of printedpublications or on a website.
In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement ofparticular companies or their products.
The websites referred to in these materials existed at the time of going to print. Teachersshould check all website references carefully to see if they have changed and substituteother references where appropriate.
-
Primary National Strategy
1
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Contents
Introduction 3
Year 2 and Year 3 medium-term planning 5
An example of KS1 and 2 medium-term planning rationale 6
An example of Year 2 medium-term planning 8
An example of Year 3 medium-term planning 11
Teaching sequence 14
Target statements for reading and writing Years 24 15
Year 2 Term 3 Unit Non-fiction 2: Reports 21Introduction 22
Framework objectives 24
Summary of unit 25
Unit plan 26
Year 3 Term 1 Unit: Reports 29Introduction 30
Framework objectives 31
Summary of unit 32
Unit plan 33
Spelling programme for Year 2 and Year 3 35
Introduction 36
Year 2 spelling programme 40
Year 3 spelling programme 46
Activities for investigating conventionsIdeas for session 1 52
Activities for teaching the tricky bits in wordsIdeas for session 3 69
Routines for practising and assessing spellingIdeas for sessions 2, 4 and 5 76
Application of spelling in writing 78
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Primary National Strategy
2
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
-
Primary National Strategy
3
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Introduction
This booklet combines the National Literacy Strategy planning exemplificationwhich is on the DfES Standards website (www.standards.dfes.gov.uk) with aspelling programme for Years 2 and 3.
Progression in Phonics has accelerated the work in spelling for children inFoundation Stage and Year 1. Progression in Phonics and the Key Stage 2Spelling bank do not address Year 2. This booklet serves to fill this gap andprovide continuity between key stages.
The CD-ROM (DfES 0494-2003) attached to this booklet contains
Year 2 and Year 3 Planning Exemplification and Spelling programme
NLS medium-term planningEarly Foundation Stage plansLater Foundation Stage plansNLS IntroY1 plansY2 plansY3 plansY4 plansY5 plansY6 plans
Target statementsReading target statementsWriting target statements
Unit plans Y2T3 with full resources
Unit plans Y3T1 with full resources
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Primary National Strategy
4
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
-
Primary National Strategy
5
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Year 2 and Year 3 medium-termplanning
-
Primary National Strategy
6
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An example of Key Stage 1 and 2 medium-termplanning rationale
1. An effective medium-term plan:
assembles the text, sentence and word level objectives into coherent (mostly two-week) units;
recognises that some sentence and word level objectives will be taught discretely and others will
be integrated into the theme of the unit;
includes all objectives from the NLS Framework, repeating some as appropriate;
indicates texts to be studied and pupil outcomes for each unit of work;
indicates related speaking and listening emphases;
orders the units in the terms timetable to make explicit links to related work in other curriculum areas;
assumes the teacher will be reading a novel (or other texts) to the class on a regular basis outside the literacy
hour throughout the term.
2. These units were assembled as follows:
The related reading and writing text level objectives were clustered into themes generally on the basis of
text-type into approximately six/seven blocked units per term, of an average length of two weeks.
The range of texts was added and suitable outcomes decided as suggested by the objectives. These
outcomes are intended as suggestions for the tangible end product of the unit that the children are
motivated to complete, e. g. a piece of writing, a discussion, presentation, debate, reading journal entry.
These are related to, but distinct from learning outcomes which are linked to the teaching objectives and
also to specific curriculum targets for the class, group or individual.
Those sentence and word level objectives that directly and specifically supported the text level objectives in
each unit were added and then further sentence level objectives were allocated to provide balanced
coverage. Teachers may wish to relocate some of the word and sentence level objectives once they have
decided the running order of the units and chosen texts.
The word level objectives were allocated so that, depending on the key stage, all aspects of word level (e.g.
phonics, spelling, vocabulary, handwriting) were addressed in most units, and all aspects of spelling
(rules/conventions, strategies, practice and proofreading) were covered in every unit.
In Key Stage 1, the phonological awareness, phonics and spelling objectives have been replaced by
Progression in phonics steps. The remaining word level objectives have been grouped as follows:
i) word recognition, graphic knowledge and spelling;
ii) vocabulary extension;
iii) handwriting.
In Key Stage 2, word level objectives are grouped as follows:
i) spelling conventions and rules;
ii) spelling strategies;
iii) vocabulary extension;
iv) handwriting.
A limited number of speaking and listening emphases, drawn from the reading and writing text level
objectives, were constructed so that there was progression and coverage through the years.
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Primary National Strategy
7
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
3. In these medium-term plans the units are generally set out in the order in which the main text level objectives are
listed in the NLS Framework. The units are not placed in a recommended running order, although in Key Stage 1,
where there are two parts (e. g. Narrative 1 and 2), part 2 should not precede part 1. Each teacher will therefore
need to decide the order on the basis of a number of considerations. These might include the following:
Cross-curricular links: any unit may be placed to coincide with teaching in another subject to be used as a
stimulus for writing. Non-fiction units may be placed so that the text-type is taught before being applied in
another subject or so that the content from the other subject is the basis of the writing in the English lesson.
Reading a class novel could begin during a poetry or non-fiction unit, so that the novel is well underway
before using it in a narrative unit; on the other hand, there may be reasons for starting to read the novel to
coincide with the beginning of a narrative unit, e. g. if the objective is on openings.
Building up learning, for instance a poetry unit in which figurative language is covered may be followed by a
narrative unit where this knowledge could be used.
Linking outcomes to other events: in the summer term for Years 4 and 5 suggested outcomes include entries
in the Write Here Write Now 2003 writing awards. Full details are available on the Write Here Write Now web
site at www.writehere.org.uk or can be requested from the helpline on 0163 472 9825.
Key
PiP: Progression in phonics (DfES 0604/2001)
DEW: Developing early writing (DfES 0055/2001)
SB: Spelling bank (KS2) (DfES 0086/2001)
GfW: Grammar for writing (DfES 0107/ 2000)
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Primary National Strategy
8
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 2
med
ium
-ter
m p
lann
ing
Term
1
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
, exc
ept w
here
ther
e ar
e tw
o p
arts
(e.g
. Nar
rativ
e 1
and
2) i
n w
hich
cas
e p
art 1
sho
uld
pre
ced
e p
art 2
.
R
eord
erin
g th
e un
its m
ay n
eces
sita
te re
allo
catin
g so
me
wor
d a
nd s
ente
nce
leve
l ob
ject
ives
to d
iffer
ent u
nits
.
W
ord
leve
l ob
ject
ives
: Pro
gres
sion
in p
honi
cs (
PiP
) ste
p 7
rep
lace
s w
ord
leve
l ob
ject
ives
1-3
. The
rem
aini
ng p
honi
cs o
bje
ctiv
es a
re g
roup
ed w
ith b
ulle
t (i)
und
er w
ord
reco
gniti
on, g
rap
hic
know
led
ge a
nd s
pel
ling
. Bul
lets
(ii)
and
(iii)
refe
r to
voc
abul
ary
exte
nsio
n a
nd h
and
writ
ing
resp
ectiv
ely.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve 1
1, 2
, 3, 4
, 6, 9
, 11
1, 2
, 3, 4
, P
iP s
tep
72
S
torie
s w
ith fa
mili
ar s
ettin
gs
Ora
l and
writ
ten
rete
lling
DE
Wp
.132
-133
i) 4
, 5, 7
(ing
), 8,
9
ii) 1
0
iii)
11
Po
etry
1, 2
, 7, 8
, 9, 1
21,
3, 4
, 5,
PiP
ste
p 7
2
A v
arie
ty o
f poe
ms
with
fam
iliar
Cla
ss a
ntho
logy
DE
Wp
.134
-135
i) 6,
7 (e
d),
9se
ttin
gs
Pre
sent
atio
n of
a fa
vour
ite p
oem
ii) 1
0
Poe
tic li
nes,
pat
tern
s, id
ea
iii) 1
2co
mb
inat
ions
P
oem
s
No
n-fi
ctio
n 1:
1, 2
, 9, 1
3, 1
4, 1
5, 1
6,
1, 2
, 4, 5
PiP
ste
p 7
2
Inst
ruct
ions
S
imp
le in
stru
ctio
ns
Inst
ruct
ions
18i)
6, 7
(ed
), 9
ii) 1
0
iii) 1
1
Nar
rati
ve 2
1, 2
, 4, 5
, 9, 1
0, 1
11,
2, 3
, 4, 5
, DE
WP
iP s
tep
73
S
torie
s
Sto
ry
incl
udin
g D
EW
Uni
t 10
p.1
32-1
33i)
6, 7
(s),
9
At t
he S
easi
de
ii) 1
0
iii) 1
2
No
n-fi
ctio
n 2:
1, 2
, 9, 1
3, 1
4, 1
5, 1
6,
1, 4
, 5, 6
, P
iP s
tep
72/
3
Inst
ruct
ions
In
stru
ctio
ns c
onta
inin
g d
iagr
ams
Inst
ruct
ions
17, 1
8D
EW
p.1
36-1
37i)
4, 5
, 7 (s
), 8,
9
incl
udin
g D
EW
Uni
t 11
ii) 1
0
Pla
ntin
g B
eans
iii
) 12
-
Primary National Strategy
9
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 2
med
ium
-ter
m p
lann
ing
Term
2
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
, exc
ept w
here
ther
e ar
e tw
o p
arts
(e.g
. Nar
rativ
e 1
and
2) i
n w
hich
cas
e p
art 1
sho
uld
pre
ced
e p
art 2
.
R
eord
erin
g th
e un
its m
ay n
eces
sita
te re
allo
catin
g so
me
wor
d a
nd s
ente
nce
leve
l ob
ject
ives
to d
iffer
ent u
nits
.
W
ord
leve
l ob
ject
ives
: Pro
gres
sion
in p
honi
cs (
PiP
) ste
p 7
rep
lace
s w
ord
leve
l ob
ject
ives
1-3
. The
rem
aini
ng p
honi
cs o
bje
ctiv
es a
re g
roup
ed w
ith b
ulle
t (i)
und
er w
ord
reco
gniti
on, g
rap
hic
know
led
ge a
nd s
pel
ling
. Bul
lets
(ii)
and
(iii)
refe
r to
voc
abul
ary
exte
nsio
n a
nd h
and
writ
ing
resp
ectiv
ely.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve 1
1, 2
, 4, 6
, 7, 1
2, 1
41,
2, 3
, 4, 5
, 6, 8
,P
iP s
tep
72
Tr
aditi
onal
sto
ries
with
Ret
ellin
g of
sto
ries;
pro
file
of
DE
Wp
.134
-135
i) 4
, 6p
red
icta
ble
and
pat
tern
edch
arac
ter i
n st
ory,
e.g
. w
ante
d
DE
Wp
.140
ii) 1
1la
ngua
gep
oste
r
iii)
12,1
4
Po
etry
1, 2
, 8, 9
, 10,
11,
12
1, 3
, 8,
PiP
ste
p 7
2
Poe
ms
from
oth
er c
ultu
res
with
Cla
ss c
olle
ctio
n of
poe
ms
by
15D
EW
p.1
42-1
43i)
4, 7
+9,
8p
red
icta
ble
and
pat
tern
edch
ildre
n
ii) 1
1la
ngua
ge
Ow
n p
oem
s an
d p
rese
ntat
ion
iii) 1
3, 1
4
Poe
ms
by
sign
ifica
nt c
hild
ren
sof
ow
n p
oem
s
poe
ts
Cat
ego
risi
ng16
, 17,
18,
20
PiP
ste
p 7
1
Dic
tiona
ries,
glo
ssar
ies,
ind
exes
C
lass
dic
tiona
ry o
r glo
ssar
y
alp
hab
etic
ally
i) 3,
6an
d o
ther
alp
hab
etic
ally
ord
ered
ii) -
text
s
iii) 1
3, 1
4
Nar
rati
ve 2
1, 2
, 3, 4
, 5, 1
2, 1
3,
1, 2
, 3, 4
, 5, 8
, 9,
PiP
ste
p 7
3
Trad
ition
al s
torie
s fr
om c
ultu
res
T
rad
ition
al t
ale
incl
udin
g D
EW
Uni
t 12
14D
EW
p.1
38-1
39i)
5, 7
+9,
Tra
diti
onal
Sto
ries
DE
Wp
.142
-143
ii) 1
0
iii) 1
3, 1
4
Exp
lana
tio
n19
, 20,
21
1, 3
, 4, 7
, P
iP s
tep
72
E
xpla
natio
ns
Flow
char
t or d
iagr
am to
exp
lain
a
incl
udin
g D
EW
Uni
t 13
DE
W p
.141
i) 5,
6, 8
pro
cess
Exp
lana
tions
and
ii)
10
Glo
ssar
ies
iii) 1
3, 1
4
-
Primary National Strategy
10
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 2
med
ium
-ter
m p
lann
ing
Term
3
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
, exc
ept w
here
ther
e ar
e tw
o p
arts
(e.g
. Nar
rativ
e 1
and
2) i
n w
hich
cas
e p
art 1
sho
uld
pre
ced
e p
art 2
.
R
eord
erin
g th
e un
its m
ay n
eces
sita
te re
allo
catin
g so
me
wor
d a
nd s
ente
nce
leve
l ob
ject
ives
to d
iffer
ent u
nits
.
W
ord
leve
l ob
ject
ives
: Pro
gres
sion
in p
honi
cs (
PiP
) rep
lace
s w
ord
leve
l ob
ject
ives
1-3
. The
rem
aini
ng p
honi
cs o
bje
ctiv
es a
re g
roup
ed w
ith b
ulle
t (i)
und
er w
ord
reco
gniti
on, g
rap
hic
know
led
ge a
nd s
pel
ling
. Bul
lets
(ii)
and
(iii)
refe
r to
voc
abul
ary
exte
nsio
n a
nd h
and
writ
ing
resp
ectiv
ely.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve 1
1, 2
, 4, 5
, 9, 1
01,
2, 3
, 5,
PiP
ste
p 7
3
Diff
eren
t sto
ries
by
the
sam
e
Sto
ry
DE
Wp
.138
-139
i) 2
, 4, 7
auth
or
DE
Wp
.144
-147
ii) 9
iii)
11, 1
2
No
n-fi
ctio
n 1
1, 2
, 9,
13,
14,
15,
16
1, 4
, 6,
PiP
ste
p 7
2
Info
rmat
ion
boo
ks
In
form
atio
n te
xt
18, 2
0D
EW
p.1
42-1
43,
i) 2,
4, 6
DE
Wp
.148
-149
ii) 9
iii) 1
1, 1
2
Po
etry
1, 2
, 6, 8
, 9, 1
11,
2, 3
,P
iP s
tep
72
Te
xts
with
lang
uage
pla
y, e
.g.
C
lass
ant
holo
gy
iin
clud
ing
DE
WU
nit 1
4D
EW
p.1
34-1
35,
i) 2,
5+
8, 7
ridd
les,
tong
ue-t
wis
ters
,
Hum
orou
s ve
rses
Non
sens
e Ve
rse
DE
Wp
.138
-139
ii) 9
hum
orou
s ve
rse
iii) 1
1, 1
2
Nar
rati
ve 2
1, 2
, 3,
5, 7
, 9, 1
21,
2, 7
,P
iP s
tep
72
E
xten
ded
sto
ries
by
sign
ifica
nt
Ret
ellin
g st
orie
s or
ally
DE
W p
.148
-149
i) 3,
5+
8, 6
child
ren
s au
thor
s
Rea
din
g jo
urna
l
ii) 9
, 10
iii) 1
1, 1
2
No
n-fi
ctio
n 2:
Rep
ort
1, 2
, 9, 1
7, 1
9, 2
11,
4, 5
, P
iP s
tep
72/
3
Non
-chr
onol
ogic
al re
por
ts
Not
es
incl
udin
g D
EW
Uni
t 15
DE
W p
.144
-147
i) 5+
8, 7
N
on-c
hron
olog
ical
rep
ort
Non
-chr
onol
ogic
al
ii) 9
, 10
rep
ort
iii) 1
1, 1
2
-
Primary National Strategy
11
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 3
med
ium
-ter
m p
lann
ing
Term
1
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
and
som
e w
ord
and
sent
ence
leve
l obj
ectiv
es m
ay n
eed
to b
e re
arra
nged
.
In
som
e co
pies
of t
he N
LS F
ram
ewor
k fo
r tea
chin
g, th
e nu
mbe
ring
of th
e Ye
ar 3
Ter
m 1
text
leve
l obj
ectiv
es v
arie
s. T
he n
umbe
ring
here
refe
rs to
the
web
ver
sion
.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve: s
etti
ng1,
8, 9
, 11,
12,
16
1, 6
, (G
fW3)
,10,
11,
i) 5
, 6, 7
2
Sto
ries
with
fam
iliar
set
tings
Sto
ry w
ith s
ettin
g
(GfW
8)
12(G
fW6)
ii) 1
, 4
iii)
13, 1
5
iv)
20
Nar
rati
ve: d
ialo
gue
2, 3
, 9,
10,
16
(GfW
8)1,
2, 4
, (G
fW2)
, 7, 8
i) 5
, 6, 7
,2
S
torie
s w
ith fa
mili
ar s
ettin
gs
S
tory
with
dia
logu
e
(GfW
4)ii)
2, 8
(SB
p.4
, p.6
2)an
d p
lays
iii) 1
4, 1
6, 1
8, 1
9
iv) 2
1
Pla
ys4,
5, 1
51,
2, 3
, (G
fW1)
, 7i)
5, 6
, 7,
2
Ora
l and
writ
ten
pla
ys
Per
form
sim
ple
pla
yscr
ipts
(GfW
4), 1
0ii)
3, 9
(SB
p.5
)
iii)
13, 1
4, 1
5
iv)
20
Po
etry
6, 7
, 8, 9
, 13,
14
1, 6
(G
fW3)
i) 5
, 6, 7
2
Poe
ms
bas
ed o
n ob
serv
atio
n
Poe
try
pre
sent
atio
n
ii) 1
, 4, 1
0 (S
B p
.6)
and
the
sens
es
Poe
m
11 (S
B p
.7),
12
iiii
) 13,
16,
17,
18
iv) 2
1
Fact
and
fict
ion
17, 1
81,
3, 5
(GfW
1), 9
i) 5
, 6, 7
1
Info
rmat
ion
boo
ks o
n to
pic
s of
E
valu
atio
n of
non
-fict
ion
text
s
(GfW
5), 1
0ii)
3, 1
0, 1
1 (S
B p
.6-7
)in
tere
st
12
iii) 1
3
iv) 2
0
Rep
ort
s18
, 19,
20,
21,
22
9 (G
fW5)
, 13
i) 5
, 6, 7
2
Non
-chr
onol
ogic
al re
por
ts
Not
es
(GfW
9)(G
fW7)
ii) 1
, 4, 1
0 (S
B p
.6)
R
epor
ts li
nked
to a
noth
er
iii)
13, 1
4, 1
5cu
rric
ulum
are
a
iv) 2
1
-
Primary National Strategy
12
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 3
med
ium
-ter
m p
lann
ing
Term
2
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
and
som
e w
ord
and
sent
ence
leve
l obj
ectiv
es m
ay n
eed
to b
e re
arra
nged
.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve: t
hem
es2,
3, 7
, 8, 9
, 2,
3, (
GfW
10),6
, 7i)
5, 6
, 73
M
yths
, leg
end
s an
d p
arab
les
A
fab
le o
r myt
h w
ith a
mor
al
ii) 1
, 4, 8
(S
Bp
.8+
9),
with
rela
ted
them
esm
essa
ge
12 (
SB
p.1
2) 1
5
(SB
p.1
5)
iii)
17, 2
4
iv)
25, 2
6
Nar
rati
ve: p
lot
1, 6
, 7, 9
, 10
4,
5 (G
fW11
)i)
5, 6
, 7,
2
Trad
ition
al s
torie
s, s
torie
s w
ith
P
lan
and
writ
e an
alte
rnat
ive
ii) 2
, 9 (S
Bp
.10)
, 11
rela
ted
them
est
rad
ition
al s
tory
iii) 1
8, 1
9, 2
2, 2
3
iv) 2
5, 2
7
Po
etry
4, 5
, 11
1, 9
i) 5
, 6, 7
2
Ora
l and
per
form
ance
poe
try
P
oetr
y p
rese
ntat
ion
ii) 3
, 9 (
SB
p.1
0),
from
diff
eren
t cul
ture
s
10 (S
Bp
.11)
, 11
iiii
) 17
, 18,
19,
20,
21
iv) 2
5, 2
6
No
n-fi
ctio
n:
12, 1
3, 1
4, 1
5, 1
6, 1
78
(GfW
12),
9i)
5, 6
, 72
In
stru
ctio
ns
Not
es re
late
d to
ano
ther
note
-tak
ing
and
(GfW
13),
10, 1
1ii)
1, 4
, 12
(SB
p.1
2),
D
ictio
narie
s an
d th
esau
rus
curr
icul
um a
rea
inst
ruct
ions
(GfW
14)
13 (S
Bp
.13)
, 14
with
out i
llust
ratio
ns
Inst
ruct
ions
(SB
p.1
4), 1
5
(SB
p.1
5), 1
6
iii) 1
7, 1
8, 1
9, 2
0, 2
1,
22, 2
3
iv) 2
5, 2
7
-
Primary National Strategy
13
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
An
exam
ple
of Y
ear 3
med
ium
-ter
m p
lann
ing
Term
3
Thes
e un
its c
an b
e ta
ught
in a
ny o
rder
and
som
e w
ord
and
sent
ence
leve
l obj
ectiv
es m
ay n
eed
to b
e re
arra
nged
.
Uni
tTe
xtS
ente
nce
Wo
rdW
kTe
xt(s
)S
ugg
este
d o
utco
me(
s)
Nar
rati
ve: p
lot
1, 2
, 10,
11,
13
1, 4
(GfW
16),5
i) 5
, 6, 7
3
Ad
vent
ure/
mys
tery
sto
ries
S
tory
(foc
us o
n se
que
nce)
(GfW
17),
6 ii)
1, 4
, 8 (
SB
p.1
6),
(GfW
18)
9 (S
Bp
.17)
10
(SB
p.1
8)
iii)
12, 1
3, 1
5
iv)
17
Nar
rati
ve:
3, 4
, 5, 1
22
(GfW
15),
3
i) 5
, 6, 7
,2
R
ange
of s
torie
s
Ad
vent
ure/
mys
tery
sto
ry
per
spec
tive
/(G
fW15
), 4
ii) 2
, 11
(SB
p.1
9)
char
acte
r(G
fW16
)iii
) 13,
16
iv) 1
7, 1
8
Po
etry
6, 7
, 15,
21
1i)
5, 6
, 71
R
ange
of p
oetr
y in
clud
ing
P
oem
ii) 3
, 11
(SB
p.1
9)hu
mou
r
iii)
12,
14
(SB
p.2
0)
iv) 1
7
Aut
hors
1, 8
, 9, 1
45
(GfW
17)
i) 5
, 6, 7
2
Sto
ries
by
sam
e au
thor
R
ead
ing
jour
nal
ii) 1
, 4, 9
(S
Bp
.17)
,
10 (S
Bp
.18)
iii) 1
2, 1
4
iv) 1
8
No
te-t
akin
g a
nd16
, 20,
21,
22,
23,
25,
1, 3
(G
fW15
), 6
i) 5
, 6, 7
3
Ran
ge o
f tex
ts in
clud
ing
Le
tter
lett
ers
26(G
fW18
), 7
ii) 3
, 11
(SB
p.1
9)le
tter
s
An
acco
unt p
rese
nted
in a
(GfW
19)
iii) 1
2, 1
6va
riety
of f
orm
s
iv) 1
7, 1
9
Alp
hab
etic
al te
xt17
, 18,
21,
24
7 (G
fW19
)i)
5, 6
, 72
A
lpha
bet
ical
text
s
Alp
hab
etic
al te
xt in
clud
ing
IT
ii) 2
, 8 (
SB
p.1
6)te
xts
linke
d to
oth
er c
urric
ulum
iii) 1
2, 1
5
area
iv) 1
9
-
Primary National Strategy
14
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Teaching sequencefor shared reading and writing through a unit
establishing purpose for reading; e.g. activating prior learning, experience or reading; e.g. predicting content of book from cover and title.
the searchlights: phonic skill and knowledge, graphic knowledge, context,word recognition; fluency;
e.g. skimming, scanning, paragraphs and topic sentences, page layout; e.g. predicting, deducing, inferring, speculating, making connections.
Children use all of these strategies when they read. However, in Key Stage 1, theteaching focus is mostly on the basic skills toolkit, moving into a focus onnavigating techniques in Years 3 and 4 and comprehension strategies in Years 5and 6.
It is important that the teacher demonstrates the use of a new strategy. Forinstance, you could demonstrate how to scan a paragraph looking for a specificfact, thinking aloud as you do so. Then tell the children a fact and ask them to scanfor it. Ask the children to tell the class the process they went through.
e.g. likes and dislikes, what puzzles you and questions you would like to ask the author.
e.g. Year 4 Term 1 T1 to identify social, moral or cultural issues in stories, and todiscuss how the characters deal with them; to locate evidence in text.
analysing texts for structural and language features; deriving principles of effective writing from these text models.
This is an investigative activity which you would do in shared reading and then askthe children to repeat in pairs using another text during independent time. Theirconclusions would be brought back to the plenary.
gathering content for writing or transferring it from another curriculum area, for either fiction or non-fiction writing or stimulating writing through experienceor discussion;
deciding purpose and audience for writing and choosing the form of writing tofulfil purpose and match audience.
Here the children are applying the principles they gleaned from their analysis oftexts. They plan using the knowledge they have of text structure. When theycompose (draft and revise) they use the sentence structures and language featuresto convey their meaning effectively. They are also applying their word level learning(drafting and editing).
The use of demonstration, scribing and supported composition as described inGrammar for Writing is well established as a series of teaching strategies forteaching drafting. These strategies are equally important for teaching planningand could be used in teaching revising and editing.
Introduction to text
Reading strategies applying the searchlights model; techniques to navigate texts; comprehension strategies;
Response to text
Development of specific readingobjective(s)
Analysing text(reading for writing)
Introduction to writing(on the basis of specific writingobjective)
Writing processplanning, drafting, revising, editing
-
Primary National Strategy
15
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Read, on sight, words for YR from Appendix list 1 in the NLS Framework and other familiar and important words
Recognise the full range of vowel digraphs and trigraphs Identify syllables in order to read polysyllabic words Recognise common prefixes and suffixes and regular verb endings to construct the
meaning of words in context
Read aloud with intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks
Make predictions using experience of reading books written by the same author orbased on similar themes
Use an understanding of the structures of non-chronological reports and explanations to make predictions
Make comparisons between books noting similarities and difference, e.g. layout, theme, characters, settings
Understand how to use alphabetically ordered texts to retrieve information Gain an overall impression of a text by making predictions about content/subject
of a book by skim-reading, title, content, illustrations
Go beyond own experience or general impression and refer to text to explain meaning
Make simple inferences about thoughts and feelings and reasons for actions Identify key themes and discuss reasons for events in stories Begin to understand the effects of different words and phrases, e.g. to create humour,
images and atmosphere
Generate questions before reading and use bibliographic knowledge to help retrieve specific information
Evaluate the usefulness of the information in a particular text for answering questions
Make choices about which texts to read based on prior reading experience and bibliographic knowledge
Respond to text discussing preference with reference to favourite characters, and books with similar themes
Word recognitionand phonicknowledge
Grammaticalawareness
Use of context
Knowing howtexts work
Interpretation andresponse
Literary text
Non-fiction
Attitude
YEAR 2 Target statements for readingAs for Year 1 and:
-
Primary National Strategy
16
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
YEAR 3 Target statements for readingAs for Year 2 and:
Recognise a range of prefixes and suffixes to construct the meanings of words in context
Recognise the function of the apostrophe for omission and pronounce contracted forms correctly
Recognise the full range of consonant digraphs, e.g. kn, wr, ph
Read aloud with intonation and expression taking account of punctuation, e.g. commasto mark pauses and grammatical boundaries
Understand how pronouns in 1st, 2nd, 3rd person forms are used in sentences and apply this information to maintain understanding when reading
Understand how dialogue is punctuated and laid out and read with appropriateexpression
Know how knowledge is used to create effects, e.g. adjectives and adverbs fordescription and use to create detailed mental images
Use bibliographic knowledge, e.g. indexes to scan texts and locate specific information
Understand the difference between prose and playscript Understand the features of page layout in non-fiction texts, e.g. titles, subheadings,
labels, diagrams and charts
Understand how to use indexes to locate specific information
Explore underlying themes and ideas, making clear reference to text
When reading aloud show awareness and understanding of the different voices in stories
Discuss the actions of the main characters and justify views using evidence from the text
Identify the main point and summarise orally the content of a passage of text Use notes to summarise the main points from a passage or text Evaluate the usefulness of information, e.g. follow instructions to see if they work
Sustain silent reading to include longer, more complex texts Draw on knowledge of authors and types of books they write to inform choices Read aloud confidently to an audience, e.g. playscript, a performance poem or favourite
passage from a selected text
Word recognitionand phonicknowledge
Grammaticalawareness
Use of context
Knowing howtexts work
Interpretation andresponse
Literary text
Non-fiction
Attitude
-
Primary National Strategy
17
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
YEAR 4 Target statements for readingAs for Year 3 and:
Use knowledge of word formation and a more extensive range of prefixes and suffixes to construct the meaning of words in context
Read aloud with intonation and expression taking account of punctuation, e.g.commas, dashes, hyphens
Use knowledge of how commas, connectives and full stops are used to join andseparate clauses to maintain fluency and understanding when reading
Apply knowledge of the different uses of the apostrophe to maintain understanding
Understand narrative order and chronology, tracking the passing of time in stories Know how style and vocabulary are linked to the purpose of the text, e.g. exaggerated
writing in persuasive text
Understand how chapters and paragraphs are used to collect, order and build up ideas Make use of non-fiction features, e.g. contents to scan, assess for relevance for
intended purpose
Identify the features of different types of text, e.g. newspaper reports, non-chronological reports, explanations, persuasion and ICT texts and use appropriate
reading strategies, e.g. scrolling through an ICT text
Identify and discuss issues locating evidence in the text
Interpret the effect the choice of language has to create moods, build tension, etc. Identify the use of expressive, descriptive and figurative language in prose and poetry
and interpret the effect of the choice of language to create mood, build tension, etc.
Respond critically to issues raised in stories, locate evidence in text, and explore alternative courses for action and evaluate the authors solution
Prepare for factual research by evaluating what is known and locating relevant source to use
Evaluate specific texts with reference to text types, e.g. is an advert successful at persuading?
Distinguish between fact and opinion and recognise the point of view being presentedin a text
Develop different reading styles for different text types, e.g. sustained silent reading for longer fiction and close reading for non-fiction
Describe and review own reading habits Take part in peer group discussion on books
Word recognitionand phonicknowledge
Grammaticalawareness
Use of context
Knowing howtexts work
Interpretation andresponse
Literary text
Non-fiction
Attitude
-
Primary National Strategy
18
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
YEAR 2 Target statements for writingAs for Year 1 and:
Spell two-syllable words, e.g. sometimes, including some words with prefixes and suffixes.
Spell the ends of regular past tense verbs with ed. Spell all the words in Y1/ Y2 list in Appendix List 1 in the NLS
Framework.
Use the four basic handwriting joins with confidence in independent writing.
Consider and select from alternative word choices. Give detail to engage reader.
Write simple sentences (using some prepositions). Begin to use conjunctions to write compound sentences. Use sentences from texts as models for writing.
Punctuate some sentences in the course of writing, using capital letters, full stops and question marks.
Begin to use commas in lists.
Write a recount or narrative in sentences using connectives that signal time, e.g. then, after, before, meanwhile.
Begin to show some consistency in use of 1st or 3rd person and tense.
Apply knowledge of story elements such as setting, dialogue, characterisation, story language and structures, so that own writing begins to sound like a story, with some consistency of genre and tense. Give sufficient detail to engage readers interest.
Begin to show some characteristics of chosen form, e.g. writenon-chronological reports, based on structure of known texts, incorporating appropriate language to sequence and categorise ideas.
Write initial jottings, notes and ideas before writing. Rehearse sentences, and adapt and re-read during writing to
identify where improvements might be made and to spot errors.
Phonics andspelling
Handwriting
Style: languageeffects
Style: sentenceconstruction
Punctuation
Purpose andorganisation
Process
WO
RD
SE
NT
EN
CE
TE
XT
-
Primary National Strategy
19
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
YEAR 3 Target statements for writingAs for Year 2 and:
Attempt to spell unfamiliar words using known conventions and rules and a range of strategies including phonemic, morphemic and etymological.
Spell words containing common prefixes and suffixes, e.g. un-, dis-, -ly, -ful.
Spell inflected forms of words containing short vowel, doubling the final consonant where necessary, e.g. win winning, beg begged.
Write legibly with a joined hand, maintaining consistency in size and spacing.
Use interesting vocabulary; vary use of adjectives and verbs for impact.
Select nouns to be specific, e.g. poodle rather than dog. Use terminology appropriate to text type.
Write simple and compound sentences. Begin to use some subordinators, e.g. if, so, while, though, since. Vary openings of sentence to avoid repetition.
Demarcate sentences in the course of writing, using full stops, capitalletters, question and exclamation marks, usually accurately.
Begin to use speech marks and capital letters for a range of purposes.
Secure the use of commas in a list.
Use 1st or 3rd person and tense consistently. Use a range of connectives that signal time. Vary story openings to create effects, such as building tension and
suspense, creating moods, establishing character and scene setting. Begin to address reader, for instance by using questions in non-
fiction. Write narrative with a build-up and with complication that leads
towards a defined ending, using a paragraph for each. In non-fiction, begin using basic structure, e.g. introductory and
concluding statements in non-chronological reports. Sequence sentence to extend ideas logically. Use language and structures from different text types for own writing.
Generate and collect suitable words and phrases before writing. Use different planning formats, e.g. charting, mapping, flow charts,
simple storyboards. Make and use notes. Identify and consider audience and how this affects writing. Mentally rehearse writing, and cumulatively re-read, making
adaptations and corrections. Be able to improve own writing and correct errors. Use IT to polish and present.
Phonics andspelling
Handwriting
Style: languageeffects
Style: sentenceconstruction
Punctuation
Purpose andorganisation
Process
WO
RD
SE
NT
EN
CE
TE
XT
-
Primary National Strategy
20
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
YEAR 4 Target statements for writingAs for Year 3 and:
Attempt to spell unfamiliar words using known conventions and rules, and a range of strategies including phonemic, morphemic and etymological.
Spell the words for Y4 in Appendix List 2 in the NLS Framework. Distinguish the spelling of common homophones, e.g. hear and
here. Use the dictionary to check spelling of words. Use the apostrophe for omission.
Use fluent joined handwriting for all writing except where other special forms are required.
Use adjectives and adverbs selectively to create variety and add interest.
Use powerful verbs to show character or add impact. Use language precisely and selectively in relation to text types, for
instance to persuade or convey information.
Write simple and compound sentences and begin to use relative clauses.
Vary sentences showing characteristics of chosen form, adding phrases to enhance meaning.
Demarcate at least half of a written composition correctly, using the Y3 range of punctuation marks.
Begin to use the apostrophe for possession. Use commas to separate phrases and clauses within sentences. Use punctuation effectively in a range of text types.
Maintain consistent person and tense. Use main features of story structure to organise events, varying
opening, build-ups, conflicts and endings. Use setting and characterisation to engage readers interest, such
as using the weather to create atmosphere. In non-fiction, use basic features of text types, such as introductory
statements, followed by clear points leading to a conclusion. Use paragraphs to structure narrative, for instance isolating an
initiating event or introduction. Use appropriate layout conventions for non-fiction.
Show imagination through use of detail (e.g. to describe setting, build tension or show characters feelings or motives), creating interest, humour or suspense.
In non-fiction, attempt to interest, instruct, persuade or amuse the reader.
Use different ways to plan writing, e.g. notes, diagrams, etc. Mentally rehearse writing and re-read as a matter of habit. Edit in relation to audience and purpose, enhancing or deleting,
justifying choices.
Spelling
Handwriting
Style: languageeffects
Style: sentenceconstruction
Punctuation
Purpose andorganisation
Process
WO
RD
SE
NT
EN
CE
TE
XT
-
Primary National Strategy
21
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Year 2 Term 3 Unit Non-fiction 2: Reports
-
Primary National Strategy
22
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Introduction
The aim of this unit of work is to teach children how to read and write non-chronological reports. The
context is work in another area of the curriculum. The children start by predicting the contents and
skimming information books, then posing questions ahead of reading. They analyse the features of
report texts and practise note taking by reading books on a range of subjects. A format for report
writing is produced, based on texts that the children have read and analysed. They then return to the
theme of babies and toddlers. The teacher demonstrates how to carry out research from a range of
sources, make notes and write a report. The children are given their own area to research and each
write their own report to contribute to a class book on Looking after babies and toddlers.
This unit is based on Unit 15 of Developing Early Writing and is specifically linked to the QCA science
scheme of work, Unit 2A, Health and growth. The unit is designed to run parallel with a later part of the
science unit, which focuses on babies and toddlers. In their science lessons children will be recording,
in a variety of ways, how a baby and toddler need to be looked after and explaining why this is
necessary. They will be asking questions about the differences between a baby and toddler in order to
make comparisons. Children will be able to use this information as they write their reports, comparing
babies and toddlers, in the literacy hour. In the first week, they will read and analyse report texts on a
range of subjects in literacy, whilst finding out about babies and toddlers in science. This information
informs note making and planning in the second week, then the reports are written in the third week.
For those schools which do not cover this science subject matter during Year 2 Term 3, any other
content material that uses information texts and requires the writing of a non-chronological report
would be suitable, e.g. QCA geography, Year 2, Unit 4 Going to the seaside or QCA history, Year 1 or
2, Unit 3 What were seaside holidays like in the past?
Unit plan
The plan of the unit (pages 2627) is based on the teaching sequence, which begins by
exploring the reading objectives and then moves into writing (see page 14 for an explanation of the
teaching sequence). An additional teaching sequence for spelling plots a route from learning and
practising the conventions of spelling through to learning how to use strategies for spelling in the
context of common irregular words and cross-curricular words for Babies and toddlers. The sequence
concludes with learning how to proofread. How the two teaching sequences map on to the objectives
is shown on page 25. Some sentence and word level objectives are integrated into the shared text
work; others are taught discretely. There is extensive use made of sentence level units G and H from
Developing Early Writing. Speaking and listening are essential components of all teaching and learning
but are given a particular focus in some elements of the plan. Guided reading and writing sessions are
not specifically covered as it is expected that teachers will plan differentiated activities based on the
needs of their own classes. Some of the lesson notes have suggestions for guided sessions where
support for a particular group would be appropriate.
This plan, written to the Year 2 Term 3 NLS objectives and QCA schemes of work, anticipates the
learning needs of most children in the year group. It needs adapting to each class to cater for the
individual needs of some children.
-
Primary National Strategy
23
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Resource sheets
These include a range of materials to support the lessons, providing teacher reference materials and resources
for the children to use and can be found on the website (www.standards.dfes.gov.uk). Resource sheet 16 is an
annotated version of a report text, showing the key points for teaching the objectives. This can form the basis
of shared writing sessions or can be adapted if necessary.
Teachers may wish to change these resources to adapt to a different curriculum area or customise some resource
sheets to suit the needs and interest of their classes. For this purpose, a word version of these materials is
available on www.standards.dfes.gov.uk/literacy.
Transition
This unit has been designed to be used to bridge the transition between Key Stages 1 and 2. The exemplified unit
with which it links is the Year 3 Term 1 report unit Teeth and eating.
-
Primary National Strategy
24
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
NLS Framework objectivesU
nit:
No
n-fi
ctio
n 2:
Rep
ort
s(in
clud
ing
DE
W U
nit 1
5)
Dur
atio
n:2/
3 w
eeks
Text
leve
l ob
ject
ives
Pup
ils s
houl
d b
e ta
ught
:
T1
to re
info
rce
and
ap
ply
thei
r wor
d le
vel s
kills
thro
ugh
shar
ed a
nd g
uid
ed re
adin
g;
T2
to u
se p
hono
logi
cal,
cont
extu
al, g
ram
mat
ical
and
grap
hic
know
led
ge to
wor
k ou
t, p
red
ict a
nd c
heck
the
mea
ning
s of
unf
amili
ar w
ord
s an
d to
mak
e se
nse
ofw
hat t
hey
read
;
T9
thro
ugh
shar
ed a
nd g
uid
ed w
ritin
g to
ap
ply
pho
nolo
gica
l, gr
aphi
c kn
owle
dge
and
sig
ht
voca
bul
ary
to s
pel
l wor
ds
accu
rate
ly;
T14
to p
ose
que
stio
ns a
nd re
cord
thes
e in
writ
ing
prio
rto
read
ing
non-
fictio
n to
find
ans
wer
s;
T17
to s
kim
-rea
d ti
tle, c
onte
nts
pag
e, il
lust
ratio
ns,
chap
ter h
ead
ings
and
sub
-hea
din
gs, t
o sp
ecul
ate
wha
ta b
ook
mig
ht b
e ab
out;
T19
to m
ake
sim
ple
not
es fr
om n
on-fi
ctio
n te
xts,
e.g.
key
wor
ds
and
phr
ases
, pag
e re
fere
nces
, he
adin
gs, t
o us
e in
sub
seq
uent
writ
ing;
T21
to w
rite
non-
chro
nolo
gica
l rep
orts
bas
ed o
nst
ruct
ure
of k
now
n te
xts,
e.g
. The
re a
re tw
o so
rts
of
x ...
; The
y liv
e in
x ..
.; th
e A
's h
ave
x ...
; but
the
B's
...,
usin
g ap
pro
pria
te la
ngua
ge to
pre
sent
, seq
uenc
ean
dca
tego
rise
idea
s.
Sp
eaki
ng a
nd L
iste
ning
em
pha
ses
a.Fr
om s
kim
-rea
din
g tit
le, e
tc.,
spec
ulat
e w
hat
boo
km
ight
be
abou
t.
b.
Pos
e q
uest
ions
.
c.D
iscu
ss a
nd u
se a
pp
rop
riate
lang
uage
to p
rese
nt,
seq
uenc
e an
d c
ateg
oris
e id
eas.
Wo
rd le
vel o
bje
ctiv
es
P
iP S
tep
7
Pup
ils s
houl
d b
e ta
ught
:
W5
for g
uid
ed re
adin
g, to
read
on
sigh
t hig
h fr
eque
ncy
wor
ds
likel
yto
occu
r in
grad
ed te
xts
mat
ched
to th
e ab
ilitie
s of
read
ing
grou
ps;
W7
to s
pel
l wor
ds
with
com
mon
suf
fixes
, e.g
. -fu
l, -l
y;
W8
to s
pel
l com
mon
irre
gula
r wor
ds
from
Ap
pen
dix
Lis
t 1;
W9
new
wor
ds
from
read
ing
linke
d to
par
ticul
ar to
pic
s, to
bui
ldin
div
idua
l col
lect
ions
of p
erso
nal i
nter
est o
r sig
nific
ant w
ord
s;
W10
to u
se s
ynon
yms
and
oth
er a
ltern
ativ
e w
ord
s/p
hras
es th
atex
pre
ss s
ame
or s
imila
r mea
ning
s; to
col
lect
, dis
cuss
sim
ilarit
ies
and
shad
es o
f mea
ning
and
use
to e
xten
d a
nd e
nhan
ce w
ritin
g;
W11
to p
ract
ise
hand
writ
ing
in c
onju
nctio
n w
ith th
e p
honi
can
dsp
ellin
g p
atte
rns
abov
e;
W12
to u
se th
e fo
ur b
asic
han
dw
ritin
g jo
ins
from
pre
viou
s tw
ote
rms
with
con
fiden
ce, a
nd u
se th
ese
in in
dep
end
ent w
ritin
g:
d
iago
nal j
oins
to le
tter
s w
ithou
t asc
end
ers,
e.g
. ai,
ar, u
n;
ho
rizon
tal j
oins
to le
tter
s w
ithou
t asc
end
ers,
e.g
. ou,
vi,
wi;
d
iago
nal j
oins
to le
tter
s w
ith a
scen
der
s, e
.g. a
b, u
l, it;
ho
rizon
tal j
oins
to le
tter
s w
ith a
scen
der
s, e
.g. o
l, w
h, o
t.
Ad
diti
onal
text
and
sen
tenc
e le
vel o
bje
ctiv
es h
ave
bee
n in
clud
ed a
sre
visi
on, a
nd a
pp
ear i
n ita
lics
Text
(s):
Non
-chr
onol
ogic
al re
por
ts
Out
com
es:N
otes
; non
-chr
onol
ogic
alre
por
t
Sen
tenc
e le
vel o
bje
ctiv
es
Pup
ils s
houl
d b
e ta
ught
:
S1
to re
ad te
xt a
loud
with
into
natio
n an
dex
pre
ssio
n ap
pro
pria
te to
the
gram
mar
and
pun
ctua
tion;
S4
to u
se c
omm
as in
list
s (D
EW
U
nit G
);
S5
to w
rite
in c
lear
sen
tenc
es u
sing
cap
ital l
ette
rs a
nd fu
ll st
ops
accu
rate
ly(D
EW
Uni
t H);
S6
to tu
rn s
tate
men
ts in
to q
uest
ions
,le
arni
ng a
rang
e of
wh
wor
ds
typ
ical
lyus
ed to
op
en q
uest
ions
: wha
t, w
here
,w
hen,
who
and
to a
dd
que
stio
n m
arks
.
-
Primary National Strategy
25
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Summary of unit (15 days)Te
xt t
eachin
g s
equence
Spelli
ng t
eachin
g s
equence
Day
(s)
Text
, sen
tenc
e an
d S
&L
Ob
ject
ive
Act
ivit
yD
ay(s
)S
pel
ling
O
bje
ctiv
eA
ctiv
ity
12
Intr
oduc
tion
to re
adin
g T1
4, T
17, S
6,P
ose
que
stio
ns b
efor
e re
adin
g.
2 C
onve
ntio
n W
7 In
vest
igat
e sp
ellin
g of
wor
ds
S&
L a,
bP
iP s
tep
7w
ith c
omm
on s
uffix
es.
34
Rea
din
gT1
, T2,
T19
Rea
d re
por
ts fr
om o
ther
cur
ricul
um a
reas
3
Pra
ctis
eW
7, T
9P
ract
ise
spel
ling
wor
ds
W5
and
mak
e no
tes.
conv
entio
nP
iP s
tep
7w
ith s
uffix
es: -
ful,
-ly.
Use
ap
pro
pria
te in
tona
tion
and
exp
ress
ion
to c
larif
y m
eani
ng.
5A
naly
sis
of te
xtT1
4, T
17,
Iden
tify
and
exp
lain
feat
ures
of a
rep
ort.
4
Str
ateg
ies
for
W8
Iden
tify
the
tric
ky b
its in
W
5, S
&L
a, c
spel
ling
com
mon
PiP
ste
p 7
com
mon
irre
gula
r wor
ds.
irreg
ular
wor
ds
68
Intr
oduc
tion
to w
ritin
gT1
7R
esea
rch
a p
artic
ular
are
a us
ing
mor
e th
an o
ne
78
Pra
ctis
e us
ing
W7,
W8,
Pra
ctis
e w
ritin
g co
mm
on
sour
ce o
f inf
orm
atio
n.st
rate
gies
T9,
irreg
ular
wor
ds
and
wor
ds
PiP
ste
p 7
with
suf
fixes
.
T19,
T21
Writ
e no
tes
and
cat
egor
ise
info
rmat
ion
in
pre
par
atio
n fo
r writ
ing
own
rep
orts
.
S4
(DE
WU
se c
omm
as to
sep
arat
e ite
ms
in a
list
.U
nit G
)
W9,
W10
Inve
stig
ate
the
use
of s
ynon
yms
in c
onte
xt o
f are
ab
eing
rese
arch
ed.
913
Writ
ing
pro
cess
T21
Dem
onst
rate
how
to w
rite
a no
n-ch
rono
logi
cal r
epor
t.9
Str
ateg
ies
for
W9
Iden
tify
the
tric
ky b
its
spel
ling
cros
s-P
iP s
tep
7in
cro
ss-c
urric
ular
wor
ds
curr
icul
ar w
ord
sre
late
d to
sub
ject
of r
epor
ts.
T21,
S5
Writ
e in
dep
end
ently
bas
ed o
n ow
n no
tes
and
usi
ng12
Pra
ctis
e us
ing
W9,
T9,
Pra
ctis
e sp
ellin
gfe
atur
es o
f rep
ort t
ext.
stra
tegi
esP
iP s
tep
7cr
oss-
curr
icul
ar w
ord
s.
T21,
T9,
S4,
P
roof
read
and
revi
se.
13P
roof
read
ing
T9D
emon
stra
te h
ow to
S5,
S6
pro
ofre
ad a
nd a
pp
lyto
ind
epen
den
t writ
ing.
S5
(DE
W
Pra
ctis
e w
ritin
g in
com
ple
te s
ente
nces
whe
n U
nit H
)an
swer
ing
que
stio
ns.
14T2
1, S
5C
omp
ile b
ook
and
ad
d fu
rthe
r fea
ture
s of
rep
ort t
exts
. 14
Pra
ctis
e us
ing
W7,
W8,
W9
Do
spel
ling
dic
tatio
n to
st
rate
gies
T9p
ract
ise
usin
g al
l str
ateg
ies
to s
pel
l wor
ds
from
the
unit.
15R
evie
wT1
4, S
6,
Pos
e q
uest
ions
and
use
cla
ss fe
atur
es to
find
S
&L
ban
swer
s. R
evie
w le
arni
ng a
nd a
sses
s p
rogr
ess.
-
Primary National Strategy
26
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Unit plan: Year 2 Term 3 reportsC
ross
-curr
icula
r link
QC
A U
nit 2
A s
cien
ceH
ealth
and
gro
wth
Wh
ole
-cla
ss w
ork
Text
Ski
m-r
ead
title
s, e
tc.,
and
sp
ecul
ate
wha
tb
ooks
may
be
abou
t. T
17, S
&L
a
Text
Ses
sion
2 fr
om D
EW
. Pos
e q
uest
ions
abou
t bab
ies
and
tod
dle
rs to
be
follo
wed
up in
sci
ence
less
ons.
S6,
T14
, S&
L b
Sp
ellin
gP
ract
isin
g -f
ul, -
ly. W
7, T
9 &
PiP
Ste
p 7
Sp
ellin
gFi
ndin
g th
e tr
icky
bits
in c
omm
on ir
regu
lar
wor
ds.
W8
& P
iP S
tep
7
Text
Ana
lyse
a re
por
t. T
17, T
14, S
&L
a, c
Text
Rea
d in
form
atio
n ab
out b
abie
s an
dto
dd
lers
. Dem
o no
te ta
king
. T17
, T19
Sp
ellin
gP
ract
isin
g th
e tr
icky
bits
in c
omm
onirr
egul
ar w
ord
s. W
8, T
9, P
iP s
tep
7
Wh
ole
-cla
ss w
ork
Sen
ten
ceA
skin
g q
uest
ions
S
essi
on 1
from
DE
W U
nit 1
5.S
6, T
14, S
&L
b
Sp
ellin
gIn
vest
igat
ion
sp
ellin
g w
ith s
uffix
es -
ful,
-ly.
W
7 &
PiP
ste
p 7
Text
Rea
d n
on-fi
ctio
n te
xts
on s
ubje
cts
rela
ted
toot
her c
urric
ulum
are
as. M
ake
note
s. T
1, T
2, T
19
Text
/sen
ten
ceR
ead
rep
ort t
exts
d
emon
stra
te re
adin
gst
rate
gies
. T1,
T2,
S1
Text
o
ral l
ang
uag
e w
ork
Iden
tify
rep
ort f
eatu
res
and
exp
lain
pur
pos
e.T
17,S
&L
c
Sen
ten
ceFr
om D
EW
Uni
t G. R
evie
w n
ouns
, pla
y lis
ting
gam
e, d
emo
use
of c
omm
as in
list
s. S
4
Text
Writ
e ca
ptio
ns fo
r pic
ture
s of
bab
y eq
uip
men
t;ex
plo
re s
ynon
yms.
T19
, W9,
W10
Ind
epen
den
t wo
rk
Sen
ten
ceA
skin
g q
uest
ions
S
essi
on 1
from
DE
W U
nit 1
5.S
6, T
14, S
&L
b
Sp
ellin
gIn
vest
igat
ion
sp
ellin
g w
ith s
uffix
es -
ful,
-ly.
W
7
Text
Rea
d n
on-fi
ctio
n te
xts
on s
ubje
cts
rela
ted
toot
her c
urric
ulum
are
as. M
ake
note
s. T
1, T
2, T
19
Text
/sen
ten
ceP
ract
ise
read
ing
rep
ort t
exts
. T1,
T2,
S1,
W5
Text
Rea
d a
rep
ort i
n p
airs
, not
e fe
atur
es, c
omp
ose
que
stio
n. T
1, T
2, T
17, W
5
Sen
ten
ceFr
om U
nit G
. Col
lect
and
Cla
ssify
gam
es 1
or 2
.S
4
Text
Rea
d in
form
atio
n, re
sear
ch a
par
ticul
ar a
rea
and
mak
e no
tes
in p
rep
arat
ion
for w
ritin
g. T
19
Gu
ided
wo
rkP
len
ary
wo
rk
Sen
ten
ceA
skin
g q
uest
ions
S
essi
on 1
from
DE
W U
nit 1
5. S
6, T
14,
S&
L b
Sp
ellin
gIn
vest
igat
ion
sp
ellin
g w
ithsu
ffixe
s -f
ul, -
ly.W
7
Text
Ass
ess
note
taki
ng; u
se n
otes
toco
mp
ose
sent
ence
s or
ally
.T
1,T
2, T
19, S
&L
c
Text
/sen
ten
ceE
valu
ate
read
ing
alou
d a
ndco
mp
rehe
nsio
n of
rep
orts
.T
19,S
1
Text
Eva
luat
e un
der
stan
din
g of
rep
ort
feat
ures
by
pos
ing
que
stio
ns.
T14
, T17
Sen
ten
ceFr
om D
EW
Uni
t G. U
se c
hild
ren
sfe
edb
ack
to w
rite
prin
cip
les
for
usin
g co
mm
as in
list
s. S
4
Text
Rev
iew
not
e m
akin
g. Id
entif
yfu
rthe
r sou
rces
of i
nfor
mat
ion
forr
esea
rch.
T19
Day 1 2 3 4 5 6 7
Outc
om
es
Not
es; n
on-
chro
nolo
gica
l rep
ort
Text
s
Non
-chr
onol
ogic
alre
por
ts
Speakin
g a
nd L
iste
nin
g e
mphase
s
a.Fr
om s
kim
-rea
din
g tit
le, e
tc.,
spec
ulat
e w
hat b
ook
mig
ht b
e ab
out.
b.
Pos
e q
uest
ions
.
c.D
iscu
ss a
nd u
se a
pp
rop
riate
lang
uage
to p
rese
nt, s
eque
nce
and
ca
tego
rise
idea
s.
-
Primary National Strategy
27
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Who
le-c
lass
wo
rk
Sp
ellin
gP
ract
isin
g th
e tr
icky
bits
in c
omm
onirr
egul
ar w
ord
s (W
7)an
d w
ord
s w
ithsu
ffixe
s. W
8 &
PiP
Ste
p 7
Text
Bas
ed o
n S
essi
on 4
DE
WU
nit 1
5.D
emon
stra
te h
ow to
use
not
es to
writ
ea
rep
ort.
T21
, S5,
W10
Text
Ad
apte
d fr
om S
essi
on 4
DE
W U
nit 1
5.C
omp
lete
dem
o re
por
t; te
ache
r scr
ibin
gan
d s
upp
orte
d c
omp
ositi
on.
T21
, S5,
W10
Sp
ellin
gP
ract
isin
g th
e tr
icky
bits
in c
ross
-cu
rric
ular
wor
ds
on b
abie
s an
d to
dd
lers
.W
9, T
9 &
PiP
Ste
p 7
Text
Dem
onst
rate
how
to re
vise
rep
ort,
ad
din
gd
etai
l, us
ing
sent
ence
s. T
21, S
5
Sp
ellin
gP
ract
isin
g w
ord
s fr
om u
nit t
hrou
ghsp
ellin
g d
icta
tion.
W7,
W8,
W9,
T9
Text
Pos
e q
uest
ions
and
use
cla
ss b
ook
tofin
d a
nsw
ers.
T14
, S6,
S&
Lb
Who
le-c
lass
wo
rk
Text
Ad
apte
d fr
om S
essi
on 3
DE
W U
nit 1
5.C
ateg
oris
e in
form
atio
n an
d e
xplo
re fo
rmat
ofre
por
t tex
ts. T
21, S
&L
c
Sp
ellin
gFi
ndin
g th
e tr
icky
bits
in c
ross
-cur
ricul
ar w
ord
son
bab
ies
and
tod
dle
rs. W
9 &
PiP
ste
p 7
Sen
tenc
eB
ased
on
DE
W U
nit H
. Sen
tenc
e ga
me
d
emo-
writ
ten
answ
ers
to q
uest
ions
. S5
Text
Dem
onst
rate
how
to re
vise
rep
ort,
ad
din
gla
bel
led
dia
gram
, etc
. T21
Sp
ellin
gM
odel
pro
ofre
adin
g. T
9
Text
o
ral l
ang
uag
e w
ork
Com
pili
ng c
lass
boo
k an
d d
evis
ing
cont
ents
pag
e. T
21.
Rev
iew
ing
lear
ning
Pre
par
e fo
r chi
ldre
ns
self-
eval
uatio
n; re
view
wor
k co
vere
d a
nd id
entif
y le
arni
ng.
Ind
epen
den
t wo
rk
Text
Furt
her r
esea
rch
and
not
e ta
king
on
par
ticul
arar
ea in
pre
par
atio
n fo
r writ
ing.
T19
Sp
ellin
gFi
ndin
g th
e tr
icky
bits
in c
ross
-cur
ricul
ar w
ord
son
bab
ies
and
tod
dle
rs.W
9 &
PiP
ste
p 7
Sen
tenc
eB
ased
on
DE
W U
nit H
. Ans
wer
ing
que
stio
nsin
com
ple
te s
ente
nces
. S5
Text
and
sen
tenc
eIn
dep
end
ent w
ritin
g of
ow
n re
por
ts. T
21, S
4, S
5
Text
Com
ple
te a
nd re
vise
ow
n re
por
ts. T
21
Text
and
sp
ellin
gR
evis
ing,
pro
ofre
adin
g an
d c
orre
ctin
gow
nre
por
ts. T
21, S
5, T
9
Text
Writ
e d
efini
tions
of t
echn
ical
voc
ab fo
r glo
ssar
y.T
21, S
5
Sel
f-ev
alua
tio
nA
sses
s ow
n le
arni
ng a
nd fi
nd e
vid
ence
in
ow
n w
ork.
Gui
ded
wo
rkP
lena
ry w
ork
Text
Dis
cuss
form
at fo
r rep
orts
;ev
alua
te n
ote
taki
ng. T
19, T
21
Sp
ellin
gFi
ndin
g th
e tr
icky
bits
in c
ross
-cu
rric
ular
wor
ds
on b
abie
s an
dto
dd
lers
. W9
& P
iP s
tep
7
Sen
tenc
eA
sses
s ab
ility
to a
nsw
erq
uest
ions
in s
ente
nces
. S5
Text
Rev
iew
writ
ing
so fa
r in
rela
tion
to n
otes
. T21
Text
Iden
tify
tech
nica
l lan
guag
efo
rglo
ssar
y. T
21, W
9
Text
and
sp
ellin
gR
eflec
t on
revi
sion
s, a
sses
sch
ange
s m
ade.
T21
, T9,
S5
Text
Com
pile
glo
ssar
y in
alp
hab
etic
alor
der
. T21
Set
targ
ets
for f
urth
er
wor
kb
ased
on
child
ren
s se
lf-ev
alua
tion.
Text
and
sen
tenc
eA
dap
ted
from
Ses
sion
4 D
EW
Uni
t 15.
Sup
por
ted
com
pos
ition
ti
tle a
nd o
pen
ing
stat
emen
tof
own
rep
orts
. T21
, S4,
S5,
S6
Day 8 9 10 11 12 13 14 15
Unit plan: Year 2 Term 3 reports (continued)
-
Primary National Strategy
28
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
-
Primary National Strategy
29
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
Year 3 Term 1 Unit: Reports
-
Primary National Strategy
30
Year 2 and Year 3 Planning Exemplification and Spelling Programme
DfES 0493-2003
Crown copyright 2003
IntroductionIn this unit of work, the children will learn to use contents and index pages and to extract information
about Teeth and eating from different types of non-fiction texts, including ICT texts. After analysing a
non-chronological report, they will write a report on the subject of Teeth and eating (paying particular
attention to the use of commas in lists and the correct spelling of content words and those with prefixes
and long vowels).
This unit has been linked specifically to the QCA Science scheme of work, Unit 3A, Teeth and eating. It
is anticipated that in the unit of work for science, children will have investigated the components of a
varied diet and learned that all animals, including humans, require different diets, before moving on to
learn about teeth. This literacy unit Reports is designed to run in parallel with the later part of the
science unit on teeth. In their science lessons, children will be making observations and comparisons
of different teeth and recognising the importance of dental care. In the literacy hour, children will be
learning about the presentation of various non-fiction texts and how to read and write non-
chronological reports. Some of the texts will present information on teeth. In the first week, in both
science and literacy, children will be gathering information about teeth, as a class and independently.
All this information will be needed to write a non-chronological report about teeth in week 2.
For those schools which do not cover this science subject matter during Year 3 Term 1, any other
content material which uses information texts and requires the writing of a non-chronological report
would be suitable, e.g. History Unit 8 or 6B and Geography Unit 16.
Unit plan
The plan of the unit (page 33) is based on a teaching sequence which starts by exploring the reading
objectives and moves into writing (see page 14 for an explanation of the teaching sequence). An
additional teaching sequence for spelling plots a route from learning and practising the conventions of
spelling through learning how to use strategies for spelling in the context of the cross-curricular words
for Teeth and eating and concludes with learning to proofread. How the two teaching sequences map
onto the objectives is shown on page 32. Some sentence and word level objectives are integrated into
the shared text work; others are taught discretely. Speaking and listening are essential components of
all teaching and learning but are given a particular focus in some elements of the plan.
Resource sheets
These include some materials on the subject of teeth and eating and reports for analysis and
top related