Horspath School Long Term Plan for Literacy 2016/17
Acorn class EYFS
Year A Autumn Term
Ourselves: Non-fiction: Names,
labels & captions – Weeks 1-2
Description
These sessions start with the chn themselves and their experiences. They share
information and write imaginative captions and labels, using books as stimulation. They
remember themselves as babies and create amazing self-portraits.
Journeys: Fiction: Fantasy &
Chn talk about journeys they’ve made, local & long-distance. Using books by Anthony
reality – Weeks 3-5
Browne & John Burningham they explore & write about fantasy journeys. An Animated
Tale about a swallow leads on to work on animal journeys & migration.
Journeys: Poetry: Mountains,
Penguin poems kick off this unit enabling chn to read and write shape poems on mountains
penguins & shape poems – Weeks and arctic creatures. Linking to continued topic work on journeys, chn think about hot and
6-7
cold climates, insulation and what to wear!
Magical Me: Fiction: Fantasy
Using fantasy stories about magical events & people, chn retell a story using role-play &
stories – Weeks 8-9
freeze frames to sequence events, & write own versions of It’s a Secret with a new
problem & characters. Chn plan a magical party, making decorations & party foods.
Magical Me: Non-fiction –
Entering the world of Harry Potter chn write rules for a school of witchcraft & wizardry,
Instructions – Weeks 10-11
make & write instructions for magic milk, ink & lemon fizz, & study potion recipes before
writing their own recipe. Chn also design a school crest & play Quidditch.
Stories & Celebrations: Poetry:
Using some poems, chn explore their feelings about the dark & then relate these to
Hanukkah, lights & Christmas –
Hanukkah & Christmas. Use an Animated Tale to think about the meaning of Xmas. Chn
Weeks 12-13
look at candles, cook, make Advent calendar & stars & create a Christmas poem present.
Horspath School Long Term Plan for Literacy 2016/17
Acorn class EYFS – Spring
Year A Spring Term
Dinosaurs: Non-fiction:
Information texts Weeks 1-2
Dinosaurs: Fiction: Dinosaurs
stories – familiar
settings/fantasy – Weeks 3-4
Dinosaurs: Poetry: Dinosaurs –
Weeks 5-6
Growth & Change: Non-fiction:
Letter writing – Week 7
Growth & Change: Fiction: Not
so boring day – Weeks 8-9
Growth & Change: Non-fiction:
Explanations – Weeks 10-11
Growth & Change: Poetry:
Easter & resurrection – Week
12
Description
Use a ‘dinosaur egg’ to stimulate discussion about eggs & dinosaurs. Have fun with a range
of activities - count & sound out words, pelmanism, Top Trumps & Dinosaur Dash! Make
various dinosaur-related objects, ‘steal’ dino eggs & draw & label
Use two Animated Tales & a book about dinosaurs. Chn find out about the structure of
stories & discuss the characters. They create their own dinosaur characters, write a
story, role play, make dinosaur teeth & fossil footprints & enjoy dinosaur biscuits.
Play a rhyming game with chn. Read two dinosaur poems & discuss the rhyming words.
Write a class poem using a similar structure & then chn write their own. Using further
poems as a stimulus, chn write dinosaur couplets or a poem about crocodiles.
Use the Animated Tale 'The Not-So-Boring Day' to discuss new life & the animals that
Winston found. Look at the layout of letters & write to the Zoo & to Winston asking about
his day. Find out about baby animals & how we change as we grow.
Use the Animated Tale 'The Not-So-Boring Day' to explore the structure of stories.
Examine the sequence of events together & collect ideas about the beginning, middle &
end. Chn write their own version of the story when Winston finds a different baby.
Read books about food & compare fiction & factual texts. Relate to own experience with
vegs. Make seed packets & find out how plants stay healthy. Discuss a series of changes
including tadpoles, caterpillars, popcorn & babies walking. Write explanations.
Watch the animated tale Phoenix Reborn & tell the story stressing the structure. Chn retell the story using descriptive writing & phonics to help with spellings. Look at Easter
verses & discuss symbols of new life. Make Easter cards with greetings.
Horspath School Long Term Plan for Literacy 2016/17
Acorn class EYFS – Summer
Year A Summer Term
Space: Non-fiction: Information
& instructions Weeks 1-2
Space: Fiction: Beegu, Aliens &
Thad (animated tale) – Weeks
3-4
Space: Poetry: Aliens & other
poems – Week 5
Space: Non-fiction: List, recipes
& invitations - Week 6
Castles: Fiction: Mouse Quixote
(animated tale) and other fairy
stories – Weeks 7-8
Castles: Non-fiction: Letters,
captions & labels 9-10
Castles: Fiction & Poetry: Dragon
stories & poems – Week 11-12
Description
Use the Animated Tale The Baby and the Rocket to introduce chn to information texts.
Compare facts & fiction. Make a large rocket & use photos of the construction to write
instructions. Lots of activities for chn to investigate both planets & rockets!
Chn listen to two stories; they make predictions, express opinions & compare, giving
reasons for preference. Chn investigate the characters & use speech bubbles. An
Animated Tale further inspires chn to create their own alien characters & write
sentences.
Read several poems from Space Poems (chosen by Gaby Morgan) & use them to initiate
discussion about stars & moon & to write a poem. Here Come the Aliens by Colin
McNaughton inspires creative work on aliens. Explore rhymes, play games & make things!
Read Q Pootle 5 to chn who then prepare for their own Space Party & write invitations.
They explore the structure of lists & simple instructions & write some recipes for the
party. Chn have fun cooking, painting & making decorations, party plates & models.
Use Don Quixote Animated Tale to learn, act out & retell the story. Create character
profiles for kings & princesses, make a variety of castles, role play, dress a knight &
create a 20-mattress collage! Write own version of DQ & compare traditional tales.
Chn explore info books about castles, indentifying features. They write captions, letters
in role, produce Trump cards & a class info book about castles. Fun activities include
juggling, building castles from sand, Lego & cake & making a jester’s hat.
Share Dragon Machine by Helen Ward & stimulate chn to write own version. Chn explore
different dragons & create dragon profiles, then look at stories that contest role
stereotypes. Activities include making dragons using various media & dragon footprints!
Horspath School Long Term Plan for Literacy 2016/17
Beech class Y1 and 2 – Autumn
Autumn
Term
Fiction
1 - Plan 1A: Stories in familiar settings
Required texts:
Non-fiction
2 - Plan 1A: Labels, lists, signs & posters
Required texts:
Poetry
3 - Plan 1A: Songs and repetitive poems
Required texts:
The Tiger who comes to tea by Judith Kerr
Dogger by Shirley Hughes
Whatever next by Jill Murphy
Goat’s sore Tummy – Hamilton Group Readers
The Favourite T-shirt Hamilton Animated Text
Clothes Hamilton Animated Text
Boris and the bug – Hamilton Group Readers
The sad donkey – Hamilton Group Readers
Move it, Conversation, I’m the youngest in this house,
by Michael Rosen
A variety of repetitive poems and chants provided
Description:
Description:
Three popular books are used to capture children’s
imaginations and get them story writing during this
unit. Starting with The Tiger Who Came to Tea, then
Whatever Next! Children will make up their own
stories about all sorts of strange and wonderful things!
Chn think about their favourite item of clothing and
write captions describing this. They write lists for
shopping, study & design labels for clothes. They
explore the use of posters, design their own and record
feelings in writing signs.
Chn read, then memorise a variety of short repetitive
funny poems and also write their own verses.
Conversation poems are used to stimulate more
sustained writing and work on punctuating different
forms of sentence.
Grammar focus:
Grammar focus:
Year 1
1. Write, leaving spaces between words
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
3. Co-ordination: use conjunctions (and, or, but) to join
simple sentences
Year 1
1. Write, leaving spaces between words
2. Use capital letters for the names of people, places,
days of the week, etc..
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
3. Use grammatical terminology
Year 1
1. Write, leaving spaces between words
2. Use capital letters for the names of people, places,
days of the week, etc..
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
3. Learn how to use sentences with different forms:
statement, question, exclamation, command.
4 - Plan 2A: Stories involving fantasy
Required texts:
5 - Plan 2A: Information texts
Required texts:
6 - Plan 2A: Poems about animals
Required texts:
Oi! Get off my Train! and The Magic Bed all by John
Burningham plus other books by same author
Chicken and Shark – Hamilton Group Readers
Great white man-eating Shark by Margaret Mahy
Rainbow Bear by Michael Morpurgo
The Ice Bear by Nicola Davies
Boris and Sid meet a shark – Hamilton Group Readers
Hairy Tales and Nursery Crimes by Michael Rosen
The Works edited by Paul Cookson
Description:
Explore fantasy narratives through two great John
Burningham books. First read Oi! Get off our Train.
Practise using capital letters and full stops and write a
new scene for the story. Then chn plan and write a
fantasy story based on The Magic Bed.
Description:
Using and comparing fiction (Great white man-eating
shark by Mayo and Rainbow Bear by Morpurgo) and
non-fiction books about sharks and polar bears (The
Ice Bear by Davies) chn discover the features of non-
Description:
Grammar focus:
Description:
Children have great fun reading, learning and reciting a
variety of traditional and modern rhymes including
some from Hairy Tales and Nursery Crimes by Rosen.
They use these for word-play and phonics work, as well
as writing their own versions of animal poems,
composed after seeing an animal.
Horspath School Long Term Plan for Literacy 2016/17
Term
Fiction
Grammar focus:
Year 1
1. Write, leaving spaces between words
2. Use capital letters for the names of people, places,
days of the week, etc..
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
Non-fiction
fiction texts. Chn collect info about sharks and polar
bears to write factual phrases and sentences about
sharks and then to compile a report about polar bears.
Grammar focus:
Year 1
1. Write, leaving spaces between words
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
3. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
Poetry
Grammar focus:
Year 1
1. Use capital letters for the names of people, places,
days of the week, etc..
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
3. Learn how to use sentences with different forms:
statement, question, exclamation, command.
4. Use grammatical terminology
Beech class Y1 and 2 – Spring
Term
Fiction
Non-fiction
Plan 3A: Traditional Tales from different cultures Plan 3A: Instructions
Required texts:
Required texts:
Poetry
Plan 3A: Playing with language
Required texts:
The Dragon Machine by Helen Ward
Sunilla and the dolphins – Hamilton Group Readers
A wide variety of oral and written tales from Hamilton
and the internet.
The Works Chos en by Pa ul Cookson
Walking the bridge of your nose Sel ected by Mi chael Rosen
Spring
Description:
Listen to and read a traditional and modern dragon
story. Find out how the Jade Emperor decided the
order of the animals in the Chinese zodiac. Compose a
story together with repetitive language and tell it to an
audience. Write a fantastic dragon story.
Grammar focus:
Year 1
1. Begin to use capital letters from proper names
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Learn how to use punctuation correctly, incl. capital
Thad Gets to the Moon Hamilton Animated Text
Stop that sound – Hamilton Group Readers
Description:
We use the animated tale Thad Gets to the Moon to
identify favourite toys and what they mean to us. The
story provides opportunity for chn to learn about the
features of instructions and write instructions for
playing football both on the Moon and on Earth.
Grammar focus:
Year 1
1. Begin to punctuate sentences correctly, using a
capital letter at the start and a full stop at the end.
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
The Works Key Stage 1 chosen by Pie Corbett
A variety of poems and chants provided
Description:
Playing with language is great!. In this unit you wrap
your tongue around twisters, enjoy writing mixed-up
nursery rhymes and scratch your head to understand
nonsense poetry. You use capital letters for people's
names and the beginning of lines. You use adjectives
and enjoy exploring the effect of verbs.
Grammar focus:
Year 1
1. Begin to punctuate sentences correctly, using a
capital letter at the start and a full stop at the end.
2. Use capital letters for the names of people, places,
days of the week, etc.
Horspath School Long Term Plan for Literacy 2016/17
Term
Fiction
Non-fiction
Poetry
letters, full stops, question or exclamation marks
2. Co-ordination: use conjunctions (and, or, but) to
join simple sentences
3. Subordination: use a variety of conjunctions to
create subordinate clauses.
3. Use grammatical terminology
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuati on correctly, incl. capital
letters, full stops, question or exclamation marks
3. Begin to use present and past tenses correctly
Plan 4A: Stories involving fantasy
Required texts:
Plan 4A: Recounts
Required texts:
Plan 4A: The Senses
Required texts:
The Whales’ Song by Dylan Sheldon and Gary Blythe
Farmer Duck by Martin Waddell and Helen Oxenbury
The Animals’ Outing – Hamilton Group Readers
The Works Chosen by Paul Cookson
The Works 3 Chosen by Paul Cookson
Read Me First Chosen by Louise Bolongaro
Description:
Using the beautiful book The Whales’ Song, chn will
learn all about whales; describing them to each other
and writing descriptive sentences. They use the
structure of the story to go on and write their own
stories based on this.
Grammar focus:
Year 1
1. Write, leaving spaces between words
2. Form lowercase letters correctly.
3. Begin to punctuate sentences correctly, using
capital letters at the start and full stops at the end.
Year 2
1. Use adjectives to modify nous; create expanded
noun phrases.
2. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
Description:
Chn learn about how to write a recount by hearing the
story of Farmer Duck who has to do all the work on the
farm while the farmer stays in bed. Discover useful
words to help with writing longer sentences. Chn then
write a recount about their day.
Grammar focus:
Year 1
1. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
2. Begin to use past tense and to differentiate it from
present tense.
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Co-ordination: use conjunctions (and, or, but) to
join simple sentences
3. Subordination: use a variety of conjunctions to
create subordinate clauses.
4. Use past tense correctly in recounts
Description:
Chn look at a variety of poems which take the five
senses as their inspiration. With a grammar focus on
adjectives and noun phrases, chn use their senses to
write their own poems. During the 2nd week The
Sound Collector by Roger McGough is the main
stimulus for writing.
Grammar focus:
Year 1
1. Use capital letters for the names of people, places,
days of the week, etc..
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuati on correctly, incl. capital
letters, full stops, question or exclamation marks
3. Learn how to use sentences with different forms:
statement, question, exclamation, command.
4. Use grammatical terminology
Horspath School Long Term Plan for Literacy 2016/17
Beech class Y1 and 2– Summer
Summer
Term
Fiction
Plan 5A: Fairy stories
Required texts:
Plan 5A: Letters
Required texts:
Poetry
Plan 5A: Poems on a theme: The sea
Required texts:
Hansel and Gretel by Anthony Browne
Hansel and Gretel – Hamilton Group Readers
Rapunzel by Sarah Gibb
Dear Zoo by Rod Campbell
Dear Greenpeace by Simon James
Letters from the Zoo – Hamilton Group Readers
Where the forest meets the sea by Jeannie Baker
Poems by Celia Warren (provided in resources)
A variety of poems and chants provided
Description:
Description:
Description:
Read and explore fantastic versions of Hansel and
Gretel and Rapunzel. Chn use puppets and masks to
really get to know the stories and their characteristics.
They then retell or write a new version of a fairy tale of
their choice.
Letters are a great way to communicate! Whether is it
sharing facts, asking for information or saying thank
you, this unit teaches chn the format of writing a letter
or postcard. They will practice writing statements and
asking questions to compose their own letters .
Grammar focus:
Grammar focus:
Use Where the Forest Meets the Sea & poems by C
Warren & A Shavick to describe emotions stimulated
by poetry. Explore use of rhyme, adjectives &
expanded noun phrases. Study sentence structure
including use of capital letters/question marks. Write
poems.
Year 1
1. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
2. Join words and join clauses using ‘and’
3. Use a capital letter for names, days of the week, etc.
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Use present and past tenses correctly and
consistently.
3. Use apostrophes for contracted forms
4. Use the grammar for Y2 in Appendix A
Year 1
1. Begin to punctuate sentences correctly, using a
capital letter at the start and a full stop at the end.
2. Leave spaces between words
3. Use a capital letter for names, days and for ‘I’
4. Use ‘and’ to join words and clauses
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Learn how to use sentences with different forms:
statement, question, exclamation, command.
3. Use subordination and co-ordination, writing
sentences with more than one clause
4. Use some features of standard written English
5. Use commas for lists
Grammar focus:
Plan 6A: Classic contemporary fiction
Required texts:
Plan 6A: Information texts: Minibeasts
Required texts:
Plan 6A: Traditional poems: A.A. Milne
Required texts:
The Sand Horse by Ann Turnbull and Michael Foreman
Jo Jo The Melon Donkey by Michael Morpurgo
Chicken and Shark Hamilton Group Readers
Yucky Worms by Vivian French (optional)
A variety of books on Minibeasts
Worms: Hamilton Animated Tale
The Bug Hunt – Hamilton Group Readers
Winnie the Pooh, When we were very young, Now we
are six All by A.A. Milne
Description:
Using the wonderful Sand Horse (Michael Foreman)
chn learn the story, retell it, use role play and then
Non-fiction
Description:
Use information books about minibeasts to identify
Year 1
1. Begin to punctuate sentences correctly, using a
capital letter at the start and a full stop at the end.
2. Use capital letters for the names of people, places,
days of the week, etc.
3. Leave spaces between words
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
Description:
A favourite toy can inspire the best writing! Let the
author of Winnie-the-Pooh teach you how to write
rhyming couplets, questions, exclamations and
Horspath School Long Term Plan for Literacy 2016/17
Term
Fiction
create their own version. They explore settings and
invent characters using Morpurgo’s Jo Jo the Melon
Donkey. Finally they write their own story.
Grammar focus:
Year 1
1. Write, leaving spaces between words
2. Begin to punctuate sentences correctly, using capital
letters at the start and full stops at the end.
3. Use an exclamation mark and a question mark
correctly
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Use present and past tenses correctly and
consistently
3. Use sentences with different forms: statement,
question, exclamation and command
4. Use expanded noun phrases to describe and specify
Non-fiction
Poetry
features of information texts. Compare with stories
about minibeasts which also provide information. Look
at sentence punctuation & structure. Chn write some
information about their favourite minibeast..
extended noun phrases. Safe within the world of The
Hundred Acre Wood chn will produce original
poems in a familiar style.
Grammar focus:
Year 1
1. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
2. Use the grammar set out in Appendix A
Year 2
1. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
2. Use sentences with different forms: questions,
exclamations, statements and commands
3. Use subordination and co-ordination, writing
sentences with more than one clause
4. Use the grammar set out in Appendix A
Grammar focus:
Year 1
1. Use capital letters for the names of people, places,
days of the week, the beginning of lines in poems.
2. Begin to punctuate sentences using a capital letter
and a full stop, a question or exclamation mark.
Year 2
1. Use expanded noun phrases to describe and specify,
e.g. adjectives to describe nouns
2. Learn how to use punctuation correctly, incl. capital
letters, full stops, question or exclamation marks
3. Learn how to use sentences with different forms:
statement, question, exclamation, command.
4. Use grammatical terminology
Horspath School Long Term Plan for Literacy 2016/17
Lime class Y2 and 3 – Autumn
Term
Fiction
1 - Plan 2B: Traditional Tales from other cultures
Required texts:
Non-fiction
2 - Plan 2B: Journeys
Required texts:
Poetry
3 - Plan 1B: Non-chronological reports
Recommended texts:
Baba Yaga and Vasilisa the Brave by Marianne Mayer,
with illustrations by K Y Craft
Hansel and Gretel by Anthony Browne
The Worst Witch by Jill Murphy
Various poems – provided
Bicycle Facts – Hamilton Animated Facts
A range of non-fiction texts about bikes, scooters,
sledges and carriages.
Description:
The witching hour is here! Children immerse themselves
in three classic witch tales - Baba Yaga and Vasilisa the
Brave, Hansel and Gretel and The Worst Witch. They use
each as the springboard to a range of stimulating reading
and writing activities.
Grammar focus:
Autumn
Year 2
1. Learn to use familiar and new punctuation correctly
2.
Learn to use sentences with different forms:
statements, questions, exclamations and commands
3.
Learn how to use the present and past tenses
Description:
Enjoy poetry about journeys. Children will develop an
understanding of verb tenses, how to use the perfect
verb form and will begin to consider how adverbs
provide further information about verbs. Identify and
write expanded noun phrases to enhance the
description in their writing. They will refine their
understanding of speech punctuation. Children will
write their own poetry and also comment and review
the poetry of others.
Grammar focus:
Year 2
1. Use the present and past tenses correctly and
consistently
2.
Use and understand grammatical terminology in
Appendix 2 of the NC
correctly
Description:
Identify textual features of non-chronological reports.
Explore different forms of non-motorised transport,
using non-fiction books and websites. Find and select
information and make notes to record research.
Children will be confident at using conjunctions and
prepositions in writing and also understand how to use
apostrophes for contraction and possession. They will
write their own non-chronological report and work
collaboratively to publish a non-fiction text.
Grammar focus:
Year 2
1. Use apostrophes for contracted forms and
indicating possession
2.
Learn the grammar in column 1 of year 2 in
Year 3
1. Use and punctuate direct speech
Year 3
1. Learn, use and understand the grammatical
terminology in English Appendix 2
3.
Use subordination and coordination
2.
2.
Use pronouns appropriately
4.
Use the present and past tense correctly
3.
Use adverbs appropriately
Year 3
1. Use apostrophes for contracted forms and
4.
Use and punctuate direct speech
Use and understand grammatical terminology when
discussing their writing and reading
Use the present perfect form of verbs in contrast to the
past tense
Use the perfect form
Appendix 2
indicating possession
2.
Extend the range of sentences with more than
clause
Use conjunctions and prepositions to express time and
Horspath School Long Term Plan for Literacy 2016/17
Term
Fiction
Non-fiction
Poetry
cause
4 - Plan 2B: Letters
Required texts:
5 - Plan 1B: Fantasy stories
Required texts:
Dreams of Freedom in words and pictures by Frances
Lincoln
Being Free – Hamilton Group Reader
Swallow’s Journey – Hamilton Animated Tale &
Hamilton Group Reader
The Lion and the Bird by Marianne Dubuc
The Flat Rabbit by Bár∂ur Oskarsson
Description:
Children read and enjoy Amnesty International’s
lively Dreams of Freedom, exploring clauses and
prepositions in the book. They discuss the freedoms they
value most before then writing letters to Amnesty and to
their favourite illustrator in the book.
Grammar focus:
Year 2
1. Use subordination (using when, if, that, or because)
2.
Description:
Children read three animal stories – The Swallow’s
Journey, The Lion and the Bird and The Flat Rabbit –
then write their own versions of these tales. They work
on correctly punctuated speech, and on using powerful
vocabulary in written descriptions.
Grammar focus:
and co-ordination (using or, and, but)
Year 2
1. Learn to use familiar and new punctuation correctly
Extend sentences by adding clauses
2.
Use expanded noun phrases
3.
Use and understand grammatical terminology
accurately and appropriately when discussing their
Year 3
1. Extend the range of sentences with more than one
clause by using a wider range of conjunctions,
including when, if, because, although
Use conjunctions, adverbs and prepositions to express
time and cause
writing
Year 3
1. Use and punctuate direct speech correctly
2.
Begin to understand and name the different parts
of speech
Use and understand grammatical terminology
accurately and appropriately when discussing their
writing
Horspath School Long Term Plan for Literacy 2016/17
Lime class Y2 and 3 – Spring – awaiting plans from Hamilton
Lime class Y2 and 3 – Summer - awaiting plans from Hamilton
Plan 1B: Poetry from around the World
Required texts:
My Village: Rhymes from around the World by Danielle Wright
Frosty Rhymes – Hamilton Group Reader
Description:
Using My Village: Rhymes from around the World collected by Danielle Wright, children are immersed in poetry from different cultures; this beautifully illustrated collectio n presents
nursery rhymes in their native language alongside an English translation. Children read, sing, perform and discuss multi -national verse, then write poetry inspired by their favourites.
Grammar includes: nouns, adjectives, verbs, adverbs, past and present tense and punctuating direct speech.
Grammar focus:
Year 2
1. Understand the grammar in Appendix 2 of the NC
2.
Use of the suffix –ly to turn adjectives into adverbs
3.
Use the present and past tenses correctly and consistently including the progressive form
4.
Use commas to separate items in a list (or to demarcate a pause at the end of a line of poetry)
Year 3
1. Understand the grammar in Appendix 2 of the NC
Use and punctuate direct speech
Horspath School Long Term Plan for Literacy 2016/17
Oak class Y3 and 4 - Autumn
Term
Fiction
1 - Plan 1A: Stories by the same author
Required texts:
2 - Plan 2A: Information texts
Required texts:
I’ll Take you to Mrs Cole by Nigel Gray & Michael
Foreman
Dinosaurs & All that Rubbish by Michael Foreman
DK Children’s Book of Sport
Description:
Using the delightful illustrations & books of Michael
Foreman, chn have many opportunities to practise
simple, compound & complex sentences with powerful
verbs. They then create their own stories based around
I’ll Take You to Mrs Cole.
Grammar focus:
Autumn
Non-fiction
1. Extend the range of sentences with more than one
clause by using a wider range of conjunctions
2. Use conjunctions, adverbs and prepositions to
express time and cause.
3. Use and punctuate direct speech.
Description:
Chn study the structure & language features of nonchronological reports before planning, researching &
finally composing their own sports report. At the end of
the plan the class explore persuasive language &
different points of view, ending in a debate.
Grammar focus:
1. Extend the range of sentences with more than one
clause by using a wider range of conjunctions
2. Use conjunctions, adverbs and prepositions to
express time and cause.
3. Use grammatical terminology
Poetry
3 - Plan 2A: Humorous poems
Required texts:
The Truth about Teachers by Paul Cookson et al
The Works chosen by Paul Cookson
Read Me and Laugh chosen by Gaby Morgan
Description:
Chn will enjoy these humorous poems about teachers
which will inspire learning about powerful verbs, verb
tenses, adverbs and adverbial phrases. Chn use the
poems they read as models for writing their own verses
& poems.
Grammar focus:
1. Use grammatical terminology specifically by beginning
to recognise the concept of a verb and by choosing and
using powerful verbs
2. Understand and use adverbs, adverbials and fronted
adverbials.
3. Use and understand grammatical terminology
4 - Plan 2A: Stories from other cultures
Required texts:
5 - Plan 2A1: Letters
Required texts:
6 - Plan 1A: Creating images
Required texts:
Seasons of Splendour by Madhur Jaffrey
The Tiger Child by Joanna Troughton
The Christmas Story Hamilton Group Readers
Wind Poems by Christina Rossetti Hamilton Animated
Text
Various poems - provided
Description:
In this three week plan chn will have plenty of
opportunities to explore Indian folk tales and myths
before performing their own oral re-telling and written
adaptations. They will learn about adverbial clauses to
make their writing more interesting and use commas to
organise their writing.
Grammar focus:
1. Use grammatical terminology, specifically using and
recognising adjectives, nouns and prepositional phrases
2. Use prepositions to express time, place and cause
Dear Father Christmas by Alan Durant
Description:
Christmas is coming! This fun plan builds up to
Christmas with writing letters to Father Christmas,
learning about tense, writing in the 3rd person and
using powerful verbs.
Grammar focus:
1. Use grammatical terminology specifically by
beginning to recognise the concept of a verb and by
choosing and using powerful verbs
2. Use the perfect form of verbs
Description:
Use a selection of poems to explore how to create
images using words. Chn find & use adjectives &
adjective phrases to convert a poem to prose. Use their
voice to add excitement to a poem performance &
compose poems using the themes of animals & weather.
Grammar focus:
1. Use grammatical terminology specifically by using and
recognising adjectives, nouns and adverbs
2. Understand and use adverbials and fronted adverbials.
3. Use and understand grammatical terminology
Horspath School Long Term Plan for Literacy 2016/17
Oak class Y3 and 4 – Spring
Spring
Term
Fiction
Non-fiction
Poetry
1 - Plan 4A: Stories about imaginary worlds
Required texts:
2 - 4A: Non-chronological reports
Required texts:
3 - Plan 3A: Traditional poems
Required texts:
Fantastic Mr Fox by Roald Dahl (plus DVD)
Selection of Harry Potter books by J K Rowling
A Child’s Garden of Verses by Robert Louis Stevenson
Description:
Description:
Description:
Using Fantastic Mr Fox, chn familiarise themselves with
features of narrative; finding examples from the book &
through role play & hot-seating. Focus on direct speech
& use the features & format they have seen to plan &
write their own fantastic stories!
Read an online newspaper report about an amazing
model of Hogwarts recently opened to the public. Chn
design a poster or leaflet to advertise it and look at
school reports Hogwarts style. They collaborate to
design a Hogwarts school prospectus.
Explore the poems of Robert Louis Stevenson and write a
class poem using rhyming couplets. Revise verb tenses
and learn about prepositions. Explore the poem Windy
Nights and learn it by heart. Produce a class book
containing poems written by the children.
Grammar focus:
Grammar focus:
Grammar focus:
1. Introduce the idea of tense in verbs.
2. Use pronouns for cohesion and to avoid repetition
and ambiguity.
3. Use dialogue punctuation.
1. Extend the range of sentences with more than one
clause: compound and complex sentences.
2. Use commas after or before phrases and clauses.
3. Use pronouns to avoid repetition or ambiguity and to
add clarity and cohesion.
1. Introduce the idea of tense in verbs.
2. Use prepositions to express time or place.
3. Write sentences with more than one clause using a
wider range of connectives.
4 - Plan 3A: Recounts
Required texts:
5 - Plan 4A: Performance poems
Required texts:
The Day I Swapped my Dad for Two Goldfish by Neil
Gaiman & Dave McKean
Diary of a Killer Cat by Anne Fine
Various performance poems - provided
Description:
Explore The Day I Swapped my Dad for Two Goldfish.
Act out swap stories; learn about adverbials & recounts
using past tense & 1st person & chronological order.
Write a new version of The Diary of a Killer Cat using
recount features & complex sentences.
Grammar focus:
1. Use adverbs and adverbials (prepos itional phrases
which act as adverbs).
2. Create complex sentences.
3. Use commas after or before phrases and clauses.
4. Use and punctuate direct speech.
Description:
Listen to a range of performance poems & explore the
features that poets use. Chn identify & use conjunctions
that indicate time & cause. Investigate negative
prefixes, informal language & rhymes. Chn write extra
lines to one of poems & then a rap.
Grammar focus:
1. Use and recognise nouns, adjectives and adjectival
phrases.
2. Use conjunctions to express time or cause.
3. Use possessive apostrophe with singular and plural
nouns.
Horspath School Long Term Plan for Literacy 2016/17
Oak class Y3 and 4 – Summer
Fiction
Summer
Term
Non-fiction
Poetry
1 - Plan 5A: Adventure Stories
Required texts:
2 - Plan 6A: Non-chronological reports
Required texts:
3 - Plan 5A: Traditional poems
Highly desirable texts:
The Hodgeheg by Dick King-Smith
Selection of websites about computer games
Description:
Description:
Going to the Fair by Charles Causley and The Puffin Book
of Fantastic First Poems
Us i ng The Hodgeheg by Di ck Ki ng-Smith, children look for
exa mples of adverbs a nd a dverbials (prepositional phrases). They
memorise a section of dialogue and use i t as a basis for their own
wri ti ng. In the s econd week the focus is on complex and
compound sentences as childre n write a n animal a dventure s tory.
Non-chronological report wri ting i s no longer a boring topic! This
pl a n is based around computer a nd vi deo games where children
wi l l read reviews, play games a nd will be i tching to write their
own ga me reports! Pronouns and tense a ctivities a re thrown i n
too!
Description:
Grammar focus:
Grammar focus:
Grammar focus:
1. Extend sentences using adverbials and fronted
adverbials.
2. Use commas to separate fronted adverbials.
3. Use and punctuate direct speech.
4. Use a wide range of connectives to create sentences
with more than one clause.
1. Express time, place and cause using conjunctions,
prepositions and adverbs.
2. Identify and use the present and past tense consistently
and appropriately.
3. Extend the range of sentences with more than one
clause, using punctuation as required (e.g. commas).
4. Use nouns or pronouns to avoid repetition or ambiguity
and to add clarity and cohesion.
1. Use adverbs and fronted adverbials.
2. Use commas after fronted adverbials.
3. Use grammatical terminology correctly and with
confidence.
4. Recognise and identify prepositions used to indicate
time and place.
4 - Plan 6A: Plays and Dialogues
Required texts:
5 - Plan 5A: Persuasive writing
Required texts:
6 - Plan 6A: Shape poems: Playing with form
Required texts:
The Witches by Roald Dahl (plus DVD)
Plays for chn: The Witches, adapted by David Wood
Other plays for chn adapted from Roald Dahl
Advertisements in magazines and on TV
Poems provided with plan
Description:
Description:
Chi l dren explore a nd discuss adverts. They find key features of
pers uasive writing a nd use these with a twist, to persuade people
NOT to buy! Us i ng compound a nd complex s entences the chn will
then wri te a persuasive l etter about their bedtime!
Duri ng this unit children will be i mmersed in shape poems. They
rea d, recite and discuss a va riety before writing their own,
i ncl uding poems using possessive apostrophes a nd relative
cl a uses.
Grammar focus:
Grammar focus:
1. Use a wide range of connectives to extend sentences to
include more than one clause.
2. Use conjunctions.
3. Use commas after or before phrases and clauses.
1. Use possessive apostrophe with singular/plural nouns.
2. Extend the range of sentences with more than one
clause by using a wide range of conjunctions.
Description:
Defi ne proverbs a nd work out the meanings. Identify a nd use
a dverbs and powerful verbs. Create characters using description,
s ta ge directions a nd dialogue. Compare dialogue and playscripts,
then wri te and perform plays cripts, one based on a proverb and
one on a Roald Dahl chapter.
Grammar focus:
1. Understand and use adverbs.
2. Use and punctuate direct speech.
3. Use powerful verbs.
4. Use and understand grammatical terminology.
Rea d a selection of tra ditional poems by Charles Ca usley a nd
El eanor Farjeon. Explore the vocabulary of sounds a nd s tudy the
us e of adjectives a nd a dverbs/adverbials as descriptions. Children
wri te poetry i nspired by Sounds i n the Evening and I am the Song.
Horspath School Long Term Plan for Literacy 2016/17
Willow class Y5 and 6
Autumn
Spring
Fiction
Non-fiction
Poetry
1 - Classic fiction
Essential books:
The Jungle Book by Rudyard Kipling
Just So stories by Rudyard Kipling
Grammar includes:
Learning the grammar in Appendix 2 specifically using a
range of conjunctions to create compound and complex
sentences; using relative clauses; using commas correctly,
including to clarify meaning, avoid ambiguity and to
indicate parenthesis; using correct punctuation to indicate
speech.
2 - Recounts
Essential books:
UFOs and Aliens: Investigating Extraterrestrial Visitors –
Extreme! by Paul Mason
UFO Diary by Satoshi Kitamura
Grammar includes:
Learning the grammar in Appendix 2 specifically using
adverbials of time, space and number; using commas
correctly, including to clarify meaning, avoid ambiguity and
to indicate parenthesis; using expanded noun phrases to
convey complicated information concisely.
3 - Biographies and autobiographies
Essential books:
Boy and Going Solo by Roald Dahl
Singing for Mrs Pettigrew/Homecoming by Michael
Morpurgo
Various biographies of two authors
Grammar includes:
Learning the grammar in Appendix 2 specifically using a
range of conjunctions to create compound and complex
sentences; using expanded noun phrases to convey
complicated information concisely.
4 - Instructions and Explanations
Essential books:
Examples of instructional and explanation text are
provided
Grammar includes:
Using brackets, dashes and commas to indicate
parenthesis; using semi-colons, colons or dashes to mark
boundaries between main causes ; using colons to
introduce lists; punctuating bullet points consistently.
5 - Classic poems
Essential books:
The Walrus and the Carpenter by Lewis Carroll
Cautionary Tales by Hilaire Belloc
Grammar includes:
Learning the grammar in Appendix 2 specifically using and
choosing descriptive language; adjectives, adverbs and
powerful nouns and verbs; using expanded noun phrases
to convey complicated information concisely; using
hyphens to avoid ambiguity.
6 - Slam Poetry
Essential books:
You wait till I’m older than you by Michael Rosen
The Works and Read Me collections
A variety of poems provided
Grammar includes:
Recognising vocabulary and structures appropriate for
formal and written speech, and the differences between
this and spoken speech, including the use of contractions ;
using correct punctuation to indicate speech.
1 - Genre fiction
Essential books:
Short by Kevin Crossley Holland
Grammar includes:
Adverbials of time, place and number; using elaborated
language of description, including expanded noun phrases,
adjectives, adverbials and a variety of subordinate clauses,
including relative clauses; using semi-colons to mark
boundary between independent clauses.
2 - Reports and Journalistic Writing
Essential books:
Tuesday by David Wiesner
Grammar includes:
Dialogue, direct/indirect speech punctuation, reported
speech; using of passive form to present information; using
semi-colons and dashes to mark boundaries between
independent clauses; using commas to clarify meaning.
3 - Classic narrative and oral poetry
Essential books:
The Ballad of Charlotte Dymond by Charles Causley
Lochinvar by Sir Walter Scott
Grammar includes:
Using commas to clarify meaning; using elaborated
language of description, including expanded noun phrases,
adjectives, adverbial and a variety of subordinate clauses,
including relative clauses.
Horspath School Long Term Plan for Literacy 2016/17
Fiction
Non-fiction
Poetry
Summer
4 - Argument and debate
Essential books:
Arguments for and against use of CCTV cameras (provided)
Grammar includes:
Dialogue, direct/indirect speech punctuation, reported
speech; using of passive form to present information; using
semi-colons and dashes to mark boundaries between
independent clauses; using commas to clarify meaning.
5 - Drama (Shakespeare)
Essential books:
Mr William Shakespeare’s Plays by Marcia Williams
Grammar includes:
Using dialogue, differences between spoken and written
speech, punctuating to indicate direct speech; formal and
informal speech and writing, using subjunctive forms; using
commas to clarify meaning.
6 - Poetic Style
Essential books:
You Wait Till I’m Older Than You by Michael Rosen
Collected Poems by Roger McGough
Grammar includes:
Dialogue, direct speech punctuation; using commas to
clarify meaning; using and understanding grammatical
terminology.
1 - Genre fiction-science fiction
Essential books:
Tales from Outer Suburbia by Shaun Tan, Templar
Publishing
Grammar includes:
Using dialogue, recognise differences between spoken and
written speech; using speech punctuation to indicate direct
speech; understanding and using modal verbs
2 - Persuasive writing
Essential books:
Various persuasive texts (provided)
Grammar includes:
Understanding and using modal verbs in persuasive
writing; using apostrophes correctly; using correct
sentence punctuation.
.4 - Classic novels
Essential books:
The Hobbit by JRR Tolkien, (Graphic novel) illustrated by
David Wenzel, adapted by Charles Dixon (2006)
Grammar includes:
Writing complex and compound sentences ; using
elaborated language of description, including expanded
noun phrases, adjectives, adverbials and, particularly,
relative clauses; using accurate sentence and speech
punctuation.
5 - Non-chronological Reports
Essential books:
Various reports (provided)
Grammar includes:
Beginning to understand the use of active and passive
verbs, especially the use of the passive form in reports ;
recognising and using a past participle; using semi-colons,
colons and dashes appropriately in reports ; using bullet
points in reports.
3 - Debate poetry and poetry that tells a story
Essential books:
The Dispute of Coffee and Tea Hamilton Group Reader
Sensational! poems inspired by the five senses chosen by
Roger McGough, Macmillan
Grammar includes:
Using elaborated descriptive language; using expanded
noun phrases; using and understanding grammatical
terminology.
6 - Power of Imagery
Essential books:
The Convergence of the Twain by Thomas Hardy (Animated
Tale – see resources)
Grammar includes:
Using fronted adverbials and non-finite verbs to start a
sentence; using commas after fronted adverbials ; using
elaborated description, including adjectives and adverbs,
and subordinate clauses.