English Long-Term Plan - Year 2 17/18

English Long-term Plan - Year 2 17/18

Autumn 1 / Autumn 2
Cornerstones Theme / Muck, Mess and Mixtures (Art) / Street detectives
Literacy Unit / Fiction
Traditional Tales linked to topic
(Magic Porridge Pot/Gingerbread man)
(3-4 weeks) / Non Fiction / Poetry
Riddles and Acrostics
(2 weeks) / Fiction
Adventure narrative linked
(2-3 weeks) / Non-fiction / Poetry
Poems linked to a feature of the local area.
(1-2 weeks)
Lists and Instructions
(2 weeks) / Recount
(
( 2 week)
Invent
(Expected outcome of unit of work) / Write a retelling using familiar words and phrases / Write a recipe and instructions based on George’s Marvellous Medicine / Write and perform riddles and acrostics for food/substances / ?
Three little pigs- An architectural tale / Recount of a person from the past and about life in the area and how its changed (Visitor) / Rehearse and recite poems
Poem about Marshalls Year at Christmas time
Grammar Focus / ·  Use capitalisation for other purposes e.g. for personal titles (Mr, Miss), headings, book titles, emphasis.
·  Understand and use full stops accurately.
·  Understand and use co-ordination (or, and, but).
·  Understand and use the term verb.
·  Understand and use the term verb tense (past and present).
·  Understand and use the term noun.
·  Understand the need for grammatical agreement, matching verbs to nouns/pronouns. E.g. I am; the children are.
·  The correct use of suffix es / ·  The correct use of suffix and prefixes
·  Understand and use question marks.
·  Understand and use commas for lists.
·  Understand and use the term adjective.
·  Use capitalisation for other purposes e.g. for personal titles (Mr, Miss), headings, book titles, emphasis.
·  Understand and use the term verb.
·  Understand and use the term verb tense (past and present).
·  Understand and use co-ordination (or, and, but).
·  Turn statements into questions, learning a range of ‘wh’ words, typically used to open questions: what, where, when, who.
Spring 1 and 2
Cornerstones Theme / Tunnels, Towers and Turrets (History)
Literacy Unit / Fiction
Well known stories linked to theme
(2-3 weeks) / Non-Fiction / Poetry
Nursery Rhymes
(1-2 weeks)
Recounts
(Diary writing)
2-3 weeks / Letters
(2 weeks)
Invent
(Expected outcome of unit of work) / Retell and rewrite using similar plot and patterned language / Write a Knights diary containing real events / Interview children after a visit to a castle.. Write diary entry based on facts gathered / Write letters in character – link to narrative / Write a letter to a Knight/ Princesss / Recite rhymes linked to Medieval foods/towns
Create a rhyme linked to containing Medieval foods/towns rhyming couplets
Grammar Focus / ·  Understand and use the term adjective.
·  Understand the need for grammatical agreement, matching verbs to nouns/pronouns. E.g. I am; the children are.
·  Understand and use commas for lists
·  The correct use of suffix and prefixes
·  Understand and use apostrophes for contracted forms
·  Understand and use the term noun.
·  Understand and use the term adverb.
·  Understand the need for grammatical agreement, matching verbs to nouns/pronouns. E.g. I am; the children are.
·  Identify and write a command.
·  Understand and use the term verb.
Summer 1 / Summer 2
Cornerstones Theme / The Scented Garden (Science) / Wriggle and Crawl (Science)
Literacy Unit / Fiction
Traditional tales linked to topic (Jack and the Beanstalk)
(2 weeks) / Non-Fiction / Poetry
Poetry and riddles linked to flowers and gardens
(1-2 weeks) / Fiction
Well known stories linked to bugs and insects
(2-3 weeks) / Non Fiction / Poetry
Poems/Riddles linked to mini-beasts
(1-2weeks)
Information texts
(2 weeks) / Recount
(1 week) / Leaflets
(1-2 weeks) / Explanation
Invent
(Expected outcome of unit of work) / Use a familiar story as a model to write a new story / Produce a simple Non-Chronological report on a plant/flower / Write a recount of visit to flower shop / Recite and perform poems linked to flowers
Create poems with simple similes / Retell story from point of view of character / Create a leaflet aimed at children outlining how to do a mini-beast hunt / Write an explanation showing how creatures are suited to different habitats / Rehearse and recite
Use poem as a model to write own
Write a riddle about a mini-beast
Grammar Focus / ·  Understand and use the term noun.
·  Past and present progressive continuous
·  Identify and write a command.
·  Understand and use full stops accurately.
·  Understand and use apostrophes for contracted forms
• The correct use of suffix and prefixes
• Understand and use commas for lists.
• Understand and use the term adjective.
• Understand and use co-ordination (or, and, but). / ·  Understand and use apostrophes for contracted forms
·  Understand and use the term verb.
·  Understand and use the term verb tense (past and present).
·  Understand and use co-ordination (or, and, but).
·  Identify and write a statement.
·  Identify and write a command.
·  Identify and write an exclamation.
·  Turn statements into questions, learning a range of ‘wh’ words, typically used to open questions: what, where, when, who.
·  Understand and use the term adjective.
·  Understand and use commas for lists.

Year 2

Texts/Films linked to topics

MucK Mess and Mixtures / Street Detectives / Towers, tunnels and turrets / The Scented Garden / Wriggle and Crawl
·  George’s Marvellous
·  Medicine
·  The Magic Porridge Pot
·  The Gingerbread Man
http://www.literacyshed.com/the-sports-shed.html / ·  The high street
·  Three little pigs- An architectural tale
·  On the way home
·  The elves and the shoe maker / ·  Rapunzel
·  Tangled (Disney)
·  The Tunnel
·  The tale of the castle mice / ·  Jack and the Beanstalk
·  Tom’s Midnight Garden
·  Super worm
·  The enormous turnip
·  Garden Heoes
·  Antz / ·  The Hungry Caterpiller
·  A bug’s life

http://www.literacyshed.com/the-sports-shed.html (Great short clips to support learners)

Year 2 Coverage grid for objective to be covered during English unit (Refer to national curriculum for year group objective below)

Reading - word reading
Pupils should be taught to:
·  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 have been frequently encountered
·  read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
·  reread these books to build up their fluency and confidence in word reading
Reading - comprehension
Pupils should be taught to:
·  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 non-fiction 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 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
·  explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Writing – transcription
Pupils should be taught to:
·  spell by:
·  segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
·  learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
·  learning to spell common exception words
·  learning to spell more words with contracted forms
·  learning the possessive apostrophe (singular) [for example, the girl’s book]
·  distinguishing between homophones and near-homophones
·  add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
·  apply spelling rules and guidance, as listed in English appendix 1
·  write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
Writing - transcription
Pupils should be taught to:
·  spell by:
·  segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
·  learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
·  learning to spell common exception words
·  learning to spell more words with contracted forms
·  learning the possessive apostrophe (singular) [for example, the girl’s book]
·  distinguishing between homophones and near-homophones
·  add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
·  apply spelling rules and guidance, as listed in English appendix 1
·  write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
Writing - transcription
Pupils should be taught to:
·  spell by:
·  segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
·  learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
·  learning to spell common exception words
·  learning to spell more words with contracted forms
·  learning the possessive apostrophe (singular) [for example, the girl’s book]
·  distinguishing between homophones and near-homophones
·  add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly
·  apply spelling rules and guidance, as listed in English appendix 1
·  write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far