Dove Holes CE Primary School
Literacy Medium Term Plan:
Year Group: 2,3,4
Term:Autumn 2016
Genres: Information texts, Fact writing, Explanations, Poems on the theme of Christmas, Traditional Stories, Invitations, Character description.
WK
5.9
4
days
Text
Traditional
stories
Inc. character
description.
Y2 masks,
booklets, act
out. William,
draw, retell &
record,
Nightingale,
Little red hen
3 little pigs vs
3 little wolves
12.9
Right and
wrong?
Different
endings
Reading
Word Reading
Comprehension
Y2 continue to apply
phonic knowledge and
skills as the route to
decode words until
automatic decoding has
become embedded and
reading is fluent
read accurately by
blending the sounds in
words that contain the
graphemes taught so far,
especially recognising
alternative sounds for
graphemes
read accurately words
of two or more syllables
that contain the same
graphemes as above
read words containing
common suffixes
read further common
exception words, noting
unusual correspondences
between spelling and
sound and where these
occur in the word
read most words
quickly and accurately,
without overt sounding
and blending, when they
Y2 develop pleasure in
reading, motivation to
read, vocabulary and
understanding by:
listening to, discussing
and expressing views
about a wide range of
contemporary and classic
poetry, stories and nonfiction at a level beyond
that at which they can
read independently
discussing the
sequence of events in
books and how items of
information are related
becoming increasingly
familiar with and retelling
a wider range of stories,
fairy stories and
traditional tales
being introduced to
non-fiction books that are
structured in different
ways
recognising simple
recurring literary
language in stories and
poetry
discussing and
Writing
Transcription
(Spelling)
Y2 spell words with j
as g, ge, dge
Gem magic huge
village large hedge
badge
Y3/4
Words with the /k/
sound spelt ch
(Greek in origin)
scheme, chorus,
chemist, echo,
character
Y2The /s/ sound spelt
c before e, i and y
race, ice, cell, city,
fancy
Y3/4
Words with the /ʃ/
sound spelt ch
(mostly French in
origin) chef, chalet,
brochure, machine
Handwriting &
Presentation
Whole school is
adopting uniform
approach / scheme
for handwriting,
purchasing
resources including
lesson plans and
format. Will be
followed as soon as
resources are
available and
planned over the
term in weekly
blocks.
Composition
Y3/4
plan their
writing by:
discussing
writing similar to that
which they are
planning to write in
order to understand
and learn from its
structure, vocabulary
and grammar
discussing
and recording ideas
draft and
write by:
composing
and rehearsing
sentences orally
(including dialogue),
progressively
building a varied and
rich vocabulary and
an increasing range
of sentence
structures (English
Appendix 2)
organising
paragraphs around a
theme
in narratives,
Vocabulary,
Punctuation &
Grammar
Y2Formation of
nouns using suffixes
such as –ness, –er
and by compounding
[for example,
whiteboard,
superman]
Y2Subordination
(using when, if, that,
because)
Y3/4 Expressing
time, place and
cause using
conjunctions [for
example, when,
before, after, while,
so, because],
19.9
26.9
3.10
Information
texts
Y3 / Y4 Topic
related
Y2 science
related,
10.10
have been frequently
encountered
read aloud books
closely matched to their
improving phonic
knowledge, sounding out
unfamiliar words
accurately, automatically
and without undue
hesitation
re-read these books to
build up their fluency and
confidence in word
reading.
Y3/4
apply their growing
knowledge of root words,
prefixes and suffixes
(etymology and
morphology) as listed in
English Appendix 1, both
to read aloud and to
understand the meaning
of new words they meet
read further exception
words, noting the unusual
correspondences
between spelling and
sound, and where these
occur in the words
clarifying the meanings of
words, linking new
meanings to known
vocabulary
discussing their
favourite words and
phrases
continuing to build up
a repertoire of poems
learnt by heart,
appreciating these and
reciting some, with
appropriate intonation to
make the meaning clear
understand both the
books that they can
already read accurately
and fluently and those
that they listen to by:
drawing on what they
already know or on
background information
and vocabulary provided
by the teacher
checking that the text
makes sense to them as
they read and correcting
inaccurate reading
making inferences on
the basis of what is being
said and done
answering and asking
questions
predicting what might
happen on the basis of
what has been read so
far
participate in
discussion about books,
poems and other works
that are read to them and
those that they can read
for themselves, taking
turns and listening to
what others say
Y2The /n/ sound
spelt kn and (less
often) gn at the
beginning of words
knock, know, knee,
gnat, gnaw
Y2The /r/ sound spelt
wr at the beginning of
words
Wrong wrap wrist
Y3/4
Words ending with
the /g/ sound spelt –
gue and the /k/ sound
spelt –que (French in
origin)tongue antique
unique league
Y2The /l/ or /əl/
sound spelt –le at the
end of words
Apple table little
middle
Y3/4
Words with the /s/
sound spelt sc (Latin
in origin) science,
scene, discipline,
fascinate, crescent
creating settings,
characters and plot
in nonnarrative material,
using simple
organisational
devices [for
example, headings
and sub-headings]
evaluate and
edit by:
assessing
the effectiveness of
their own and others’
writing and
suggesting
improvements
proposing
changes to grammar
and vocabulary to
improve consistency,
including the
accurate use of
pronouns in
sentences
proof-read
for spelling and
punctuation errors
read aloud
their own writing, to
a group or the whole
class, using
appropriate
intonation and
controlling the tone
and volume so that
the meaning is clear.
Y2:
Y2The /l/ or /əl/
sound spelt –al at the
end of words
Pupils should be
taught to:
develop positive
attitudes towards
\y2 co-ordination
(using or, and, but)
Y3/4 Expressing
time, place and
cause using
conjunctions [for
example, when,
before, after, while,
so, because],
Y2 Expanded noun
phrases for
description and
specification [for
example, the blue
butterfly, plain flour,
the man in the moon]
Formation of
adjectives using
suffixes such as –ful,
–less
Y2 How the
grammatical patterns
in a sentence indicate
its function as a
statement, question,
exclamation or
command - Use of
capital letters, full
stops, question
marks and
exclamation marks to
demarcate sentences
Y3/4
Introduction to
paragraphs as a way
to group related
material
Headings and subheadings to aid
presentation
Y2 How the
grammatical patterns
in a sentence indicate
17.10
4
days
31.10
Fact writing
Personal fact
files
Facts about
DHPC
7.11
Explanations
Why is
Halloween
celebrated?
Why is there
a busy main
road through
Dove Holes?
explain and discuss
their understanding of
books, poems and other
material, both those that
they listen to and those
that they read for
themselves.
Y3/4
develop positive
attitudes to reading and
understanding of what
they read by:
listening to and
discussing a wide range
of fiction, poetry, plays,
non-fiction and reference
books or textbooks
reading books that are
structured in different
ways and reading for a
range of purposes
using dictionaries to
check the meaning of
words that they have read
increasing their
familiarity with a wide
range of books, including
fairy stories, myths and
legends, and retelling
some of these orally
identifying themes and
conventions in a wide
range of books
Medal metal, pedal,
capital, hospital,
animal
Y3/4 Words with the
/eɪ/ sound spelt ei,
eigh, or ey vein,
weigh, eight,
neighbour, they, obey
preparing poems and
play scripts to read aloud
and to perform, showing
understanding through
intonation, tone, volume
and action
discussing words and
phrases that capture the
reader’s interest and
imagination
recognising some
Y2Adding –es to
nouns and verbs
ending in
–y cries, babies,
dries, carries, copies
Y3/4 Homophones
and nearhomophones
berry/bury,
brake/break, fair/fare
Y2Words ending –il
Fossil, nostril, pencil
Y3/4
Possessive
apostrophe with
plural words
Y2The /aɪ/ sound
spelt –y at the end of
words – most
common
Cry fly try by my July
Y3/4 Homophones
and nearhomophones
accept/except,
affect/effect,
ball/bawl,
and stamina for
writing by:
writing narratives
about personal
experiences and
those of others (real
and fictional)
writing about real
events
writing poetry
writing for
different purposes
consider what
they are going to
write before
beginning by:
planning or
saying out loud what
they are going to
write about
writing down
ideas and/or key
words, including new
vocabulary
encapsulating
what they want to
say, sentence by
sentence
make simple
additions, revisions
and corrections to
their own writing by:
evaluating their
writing with the
teacher and other
pupils
re-reading to
check that their
writing makes sense
and that verbs to
indicate time are
used correctly and
consistently,
including verbs in
the continuous form
its function as a
statement, question,
exclamation or
command Use of
capital letters, full
stops, question
marks and
exclamation marks to
demarcate sentences
Y2 Correct choice
and consistent use of
present tense and
past tense throughout
writing
Y2 Use of the
progressive form of
verbs in the present
and past tense to
mark actions in
progress [for
example, she is
drumming, he was
shouting]
Y3/4 Use of the
present perfect form
of verbs instead of
the simple past [for
example, He has
gone out to play
contrasted with He
went out to play]
Y2 Commas to
separate items in a
list
Use of the suffixes –
er, –est in adjectives
and the use of –ly in
Standard English to
turn adjectives into
adverbs
Introduction to
inverted commas to
14.11
21.11
Invitations
To christmas
play, party.
different forms of poetry
[for example, free verse,
narrative poetry]
understand what they
read, in books they can
read independently, by:
checking that the text
makes sense to them,
discussing their
understanding and
explaining the meaning of
words in context
asking questions to
improve their
understanding of a text
drawing inferences
such as inferring
characters’ feelings,
thoughts and motives
from their actions, and
justifying inferences with
evidence
predicting what might
happen from details
stated and implied
identifying main ideas
drawn from more than
one paragraph and
summarising these
identifying how
language, structure, and
presentation contribute to
meaning
retrieve and record
information from nonfiction
participate in
discussion about both
books that are read to
them and those they can
read for themselves,
taking turns and listening
to what others say.
Y2Adding –ed, –ing,
–er and –est to a root
word ending in –y
with a consonant
before it - The y is
changed to i before –
ed, –er and –est are
added, but not before
– ing; copied, copier,
happier, happiest,
cried, replied
…but copying, crying,
replying
Y3/4 Homophones
and nearhomophones
grate/great,
groan/grown,
here/hear
Y2 Adding the
endings – ing, –ed, –
er, –est and –y to
words ending in –e
with a consonant
before itThe –e at the end of
the root word is
dropped before –ing,
–ed, –er, –est, –y or
any other suffix
beginning with a
vowel letter - hiking,
hiked, hiker, nicer,
nicest, shiny
Y3/4 Homophones
and near-
proof-reading to
check for errors in
spelling, grammar
and punctuation [for
example, ends of
sentences
punctuated correctly]
read aloud what
they have written
with appropriate
intonation to make
the meaning clear
punctuate direct
speech
Y3/4
Y2 Apostrophes to
mark where letters
are missing in
spelling and to mark
singular possession
in nouns [for
example, the girl’s
name]
Y2 Subordination
(using when, if, that,
because)
Y3/4 Express time
place or cause using
adverbs [for example,
then, next, soon,
therefore], or
prepositions [for
example, before,
after, during, in,
because of]
homophones
knot/not, mail/male,
main/mane
Y2 Adding –ing, –ed,
–er, –est and –y to
words of one syllable
ending in a single
consonant letter after
a single vowel letter;
The last consonant
letter of the root word
is doubled. to keep
the vowel ‘short’).
Exception: The letter
‘x’ is never doubled:
mixing, mixed, boxer,
sixes - patting,
patted,
humming, hummed,
dropping, dropped,
sadder, saddest,
fatter, fattest, runner,
runny
Y3/4 Homophones
and nearhomophones
28.11
Y2 co-ordination
(using or, and, but)
meat/meet,
medal/meddle,
missed/mist
5.12
Christmas
poems
Mix of long /
short / to
learn
(Christmas is
coming) and
write.
12.12
Y2The /ɔ:/ sound
spelt a before l and ll
Ball call fall hall
always already
Y3/4 Homophones
and nearhomophones
peace/piece,
plain/plane,
rain/rein/reign
Y2 Expanded noun
phrases for
description and
specification [for
example, the blue
butterfly, plain flour,
the man in the moon
Y2The /ʌ/ sound spelt
o
Y2 Correct choice
and consistent use of
Other mother brother
nothing Monday
Y3/4 Homophones
and nearhomophones
scene/seen,
weather/whether,
whose/who’s
present tense and
past tense throughout
writing
19.12
2
days
Common exception words for this term:
Y2
door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody,
even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure,
sugar
Y3/4
accident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business calendar caught centre
century certain circle complete consider continue decide describe different difficult disappear
early earth eight/eighth enough exercise experience experiment extreme famous
favourite February forward(s)
fruit
grammar group guard guide heard heart height history imagine increase important interest island