Plan: Wordsmith Year 1/Primary 2

Term: Summer

Unit / Summary / Grammar lessons
Fiction Unit 1.3 / The children read stories linked to ww2 They look at the settings withn the stories stories, building their vocabulary, and use imaginative role play to explore the characters. They use the stories’ structures (a day-in-the-life and a diary) to retell the stories, and write alternative tales about the characters, diary entries, postcards and longer narratives, revising the use of ‘and’ to join sentences. /
  • Sentence Punctuation

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- consider and evaluate different viewpoints, attending to and building on the contributions of others
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
- understand both the books they can already read accurately and fluently and those they listen to by:
listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • discussing the significance of the title and events
  • making inferences on the basis of what is being said and done
  • predicting what might happen on the basis of what has been read so far
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
WRITING: Composition:
- write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
WRITING: Composition: Vocabulary, grammar and punctuation:
- develop their understanding of the concepts set out in Appendix 2 by:
  • joining words and joining sentences using and

Unit / Summary / Grammar lessons
Live 1.2
Storytellers / The children are introduced to a traditional tale from ancient India, The Best of Friends. Activities involve selecting words to describe the characters vividly, identifying good storytelling techniques and exploring strategies for remembering a sequence of events. The children then compose and rehearse their own retellings of the story. They perform their retellings in small groups, both to the rest of the class and to a wider audience. Finally, the children evaluate their performances and reflect on their learning. /
  • The Purpose of Punctuation

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- participate in discussions, presentations, performances, role play, improvisations and debates
- give well-structured descriptions and explanations and narratives for different purposes, including for expressing feelings
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others.
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
  • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
  • 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:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • making inferences on the basis of what is being said and done
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
WRITING: Composition: Composition:
- write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
WRITING: Composition: Vocabulary, grammar and punctuation:
- develop their understanding of the concepts set out in English Appendix 2 by:
  • joining words and joining sentences using and
  • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • leaving spaces between words
- use the grammatical terminology in English Appendix 2 in discussing their writing
WRITING: Transcription: Spelling:
- spell:
  • words containing each of the 40+ phonemes already taught

Unit / Summary / Grammar lessons
PoetryUnit 1.3
Growing Up
WW2 poem / In this unit, the children explore poems with themes that are engaging and relevant to their own lives and experiences. They enjoy reading a range of poetry and listening to a poem being read by the poet. They respond to the situations described in the poems and consider what they would do and how they might feel. They compare poems, identifying similarities and differences in points of view and feelings. They learn poems by heart, experimenting with sound and movement as they recite and perform their poems. They create a class poem based on a model. / Select from the bank of resources according to the needs of your class.
Objectives
SPOKEN LANGUAGE:
- - use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
  • recognising and joining in with predictable phrases
  • learning to appreciate rhymes and poems, and to recite some by heart
- understand both the books they can already read accurately and fluently and those they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • making inferences on the basis of what is being said and done
  • predicting what might happen on the basis of what has been read so far
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
WRITING: Composition: Composition:
- write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
Unit / Summary / Grammar lessons
Non-fiction Unit 1.3
Operation Pied Piper
Evcauess
WW2 facts / In this unit, the children explore the Big Question: Wha was it liketo be evacuated? They read tinformation books, finding information and using drama to explore different roles. They explore new vocabulary and create a fact file. They learn how to write a fact file focusing on children in war time and families.. They answer the Big Question, planning and writing their own instruction text based on a model. /
  • The Purpose of Punctuation

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
  • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • being encouraged to link what they read or hear read to their own experiences
- understand both the books they can already read accurately and fluently and those they listen to by:
  • drawing on what they already know or on background information and vocabulary provided by the teacher
  • discussing the significance of the title and events
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
WRITING: Composition: Composition:
- write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
WRITING: Composition: Vocabulary, grammar and punctuation:
- develop their understanding of the concepts set out in English Appendix 2 by:
  • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • leaving spaces between words

WRITING: Transcription: Spelling:
- apply simple spelling rules and guidance, as listed in English Appendix 1