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Autumn 1
Percy the Park Keeper
Cinderella
Goldilocks and the Three Bears
Little Red Riding Hood
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Autumn 2
3 Little Pigs
The town mouse and country mouse
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Spring 1
Jack and the Beanstalk
The Gigantic Turnip Aleksei Tolstoy (POR)
Little Red Hen
The Runaway Pancake
Plants for Dinner (ORT
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Spring 2
Pattan’s Pumpkin (POR)
Handa;s Surprise (POR
Halibut Jackson (POR)
The Puffin Book of Fantastic First Poems, - June Crebbin
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Summer 1
Bog Baby (POR) (science link)
The Snail and the Whale (POR)
Lila and the Secret of Rain (POR) (Kenya)
Zeraffa Giraffa - Dianne Hofmeyr
A Life in the Sky (ORT)
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Summer 2
Beegu POR (PHSCE link)
Grace and Family (POR)
Poems to Perform (Julia Donaldson. (POR)
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Literary Form
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Traditional Tales
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Traditional Tales
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Traditional Tales
Non fiction
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Contemporary Fiction
Picture book
Poetry collection
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Contemporary Fiction
Picture book
Non fiction
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Contemporary Fiction
Poetry collection
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Link to theme
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Seasons
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Houses and Homes
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Plants
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Animals and Humans
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Phonics and Early Reading
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apply phonic knowledge and skills as the route to decode words
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Respond speedily with the correct sound to graphemes (letters or groups of letters)for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
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Read accurately by blending sounds in unfamiliar words containing gpcs that have been taught
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Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
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Read words containing taught gpcs and –s, –es, –ing, –ed, –er and –est endings
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Read other words of more than one syllable that contain taught gpcs
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Read words with contractions [for example, i’m, i’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
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Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
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Re-read these books to build up their fluency and confidence in word reading.
develop pleasure in reading, motivation to read, vocabulary and understanding by:
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Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
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Being encouraged to link what they read or hear read to their own experiences
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Becoming very familiar with key stories, fairy stories and traditional tales,
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Retelling them and considering their particular characteristics
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Recognising and joining in with predictable phrases
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Learning to appreciate rhymes and poems, and to recite some by heart
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Discussing word meanings, linking new meanings to those already known
understand both the books they can already read accurately and fluently and those they listen to by:
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Drawing on what they already know or on background information and vocabulary provided by the teacher
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Checking that the text makes sense to them as they read and correcting inaccurate reading
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Discussing the significance of the title and events
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Making inferences on the basis of what is being said and done
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Predicting what might happen on the basis of what has been read so far
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Participate in discussion about what is read to them, taking turns and listening to
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What others say
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Explain clearly their understanding of what is read to them.
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National Curriculum SPAG
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Understand the concept of a sentence
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Leave spaces between words
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Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
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Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘i’
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Join words and join clauses using ‘and’
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Spell words containing each of the 40+ phonemes already taught
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Spell common exception words
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Spell the days of the week
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Add prefixes and suffixes:
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Use the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
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Use the prefix un–
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Use –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
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Apply simple spelling rules and guidance, as listed in English Appendix 1
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Language competency
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Say out loud what they are going to write about
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Compose a sentence orally before writing it
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Sequence sentences to form short narratives
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Develop word choices,
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Use correct past tense form
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Re-read what they have written to check that it makes sense
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Discuss what they have written with the teacher or other pupils
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Read aloud their writing clearly enough to be heard by their peers and the teacher
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Extended writing outcome
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Retell known narrative
Write a recount of an event or experience.
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Retell known narrative
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Write a fact file
Write a recount of an event or experience.
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Retell known narrative
Write a recount of an event or experience.
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Write a fact file
Write a recount of an event or experience.
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Write a fact file
Write poetry in a range of forms
Write a recount of an event or experience.
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