Stanley Grove: Year 1 to 6 English Units 2017/18
YEAR 1Topic/ Theme / I Am Unique / Our Immediate Environment
Autumn 1 / Autumn 2
Book / Elmer – David McKee / The Three Little Pigs
Writing for a Purpose / To entertain / To inform
Writing Outcomes / Story retelling
Character descriptions / Recount
Letter
Grammar and Punctuation / How wordscan combine to make sentences.
Introductiontocapital letters,fullstops…to demarcatesentences.
Capital letters for names and for the personal pronoun.
word sentence letter capital letter punctuation full stop
Sequencing sentencesto form short narratives.
Joining words and joining clausesusing and.
Introduction to capital letters, full stops … to demarcate sentences.
sentence capital letter punctuation full stop
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Capital letters for names and for the personal pronoun.
letter capital letter punctuation full stop
question mark exclamation mark
Spelling / Phase 3-5 Letters and Sounds
Division of words into syllableseg. rabb-it
Adding s and es to wordseg. cats, dogs, dishes, catches
YEAR 1
Topic/ Theme / Animals / Plants
Spring 1 / Spring 2
Book / Owl Babies – Martin Waddell
The Very Hungry Caterpillar / The Tale of Peter Rabbit
Writing for a Purpose / To entertain / To inform
Writing Outcomes / Story retelling
Character in role / Instructions
Letter
Grammar and Punctuation / Regular plural noun suffixes-s or -es
(for example, dog, dogs; wish, wishes), including the effects ofthesesuffixeson the meaning of the noun.
How the prefixun- changes the meaning of verbs and adjectives (negation, for example, unkind, or undoing: untie the boat).
singular plural
Spelling / Phase 3-5 Letters and Sounds
Adding the endings –ing, -ed, er to verbs where no change is needed to the root word eg. buzzing, buzzed, buzzer
YEAR 1
Topic/ Theme / Ocean/ Pirates / Water/ Comparing two areas of the UK
Summer 1 / Summer 2
Main book / Commotion in the Ocean
The Night Pirates – Peter Harris / Lost and Found – Oliver Jeffers
Up and Down – Oliver Jeffers
Writing for a Purpose / To entertain / To entertain
Writing Outcomes / Poetry
Descriptions / Character role
Descriptions
Grammar and Punctuation / Suffixesthat can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper).
How the prefixun- changes the meaning of verbs and adjectives (negation, for example, unkind, or undoing:
untie the boat).
Sequencing sentencesto form short narratives. (To be taught through teaching and learning sequences.)
Separation of words with spaces.
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Capital letters for names and for the personal pronoun. (Link with teaching of sentence types.)
letter capital letter punctuation full stop
question mark exclamation mark
Separation of words with spaces.
Spelling / Phase 3-5 Letters and Sounds
Adding –er and –est to adjectives where no change is needed to the root word eg. fresher, freshest
YEAR 2
Topic/ Theme / The Human Body / The Plague/ The Great Fire
Autumn 1 / Autumn 2
Book / Funnybones – Allan Ahlberg
Amazing Grace / Plague: The Cross on the Door
Toby and the Great Fire
Writing for a Purpose / To entertain / To inform
Writing Outcomes / Descriptions
Narrative / Instructions
Recount - diary
Grammar and Punctuation / Sentence Types – different ways to construct sentences
Subordination(when, if that, because) and co-ordination(using or, and, but).Compound verb
How the grammatical patterns in a sentence indicate its function as a statement, question,exclamationor command.
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.Statement, question, exclamation, command
Formation of nounsusing suffixessuch as -ness, -erand by compounding(for example, whiteboard, superman).
Formation of adjectivesusing suffixessuch as -ful,-less.
Use of the suffixes-er,-estin adjectives.
Correct choice and consistent use of present tenseand past tense throughout writing.
Use of the progressiveform of verbsin the presentand past tenseto mark actions in progress (for example, she is drumming, he was shouting).
Apostrophesto mark where letters are missing in spelling.
Spelling / Phase 5 GPCs as required by pupils
HomophonesIntroduceYear 2 homophoneswhen relevant. (example homophones: see/sea, be/bee blue/ blew, bear/bare, flour/flower, hear/here, whole/ hole, one/won, sun/son, no/know, night/knight, to/too/two)
Year 2 phonicsThe sound /dʒ/ spelt ‘-ge’and ‘-dge’at the end of words, and sometimes spelt as ‘g’elsewhere in words before ‘e’, ‘i’ and ‘y’. / The /s/ sound spelt ‘c’before ‘e’, ‘i’ and ‘y’
/ The /n/ sound spelt ‘kn’and (less often) ‘gn’at the beginning of words
Common exception words/aɪ/ sound spelt ‘i’in commonexception words: find, kind, mind, behind, child (children), wild, climbas well as others as needed by pupils.
Strategies at the point of writing Teach, practise and apply spelling strategies at the point of writing using Have a Go strategies:Segmentation / Using a GPC chart / Using spelling journals, word banks, the environment, a working wall. / Word sort / Which one looks right?
ProofreadingAfter writing, teach pupils to:Use a reliable source (word bank, environmental print) to check their spelling at the proofreadingstage. / Check writing for mistakes in common exception/tricky words. / Ensure that guidance on marking is used to support children’s proofreading.
Learning and practising spellingsTeach children how to learn and practise spell- ings including words taught in new knowledge, common exception or tricky words and individual target words.Identify the tricky part of the word / Segmentation strategy / Look, Say, Cover, Write, Check / Rainbow write / Saying the word in a funny way
YEAR 2
Topic/ Theme / Transport / Manchester (our wider environment)
Spring 1 / Spring 2
Book / Whatever Next
The Naughty Bus / Window
Writing for a Purpose / To entertain / To inform
Writing Outcomes / Narrative
Poetry / Letter
Recount
Grammar and Punctuation / Formation of nouns using suffixessuch as -ness, -erand by compounding (for example, whiteboard, superman).
Formation of adjectivesusing suffixessuch as -ful, -less.
Use of the suffixes -er,-estinadjectives.
Expanded noun phrasesfor description and specification(for example, the blue butterfly,plainflour, the man in the moon). Noun, noun phrase, compound adjective, suffix
Commas to separate items in a list. (Link with teaching of noun/noun phrases.) Comma
Apostrophes to mark singular possession in nouns (for example, the girl’s name). (Link with teaching of noun/noun phrases) Apostrophe
Use of -lyin Standard English to turn adjectives into adverbs. Adverb
Spelling / Revisit - The /l/ or /əl/ sound spelt ‘-le’at the end of words
Homophones and near homophones quite/quiet, night/knight, new/knew, not/knot, they’re/there/theirand others as relevant
ApostropheThe possessive apostrophe (singular nouns) Apostrophe for contractions (can’t, didn’t, hasn’t, it’s, couldn’t, I’ll, they’re)
Year 2 phonicsThe /aɪ/ sound spelt ‘y’at the end of words The /i:/ sound spelt ‘-ey’, The /r/ sound spelt ‘-wr’at the beginning of words, The /ɒ/ sound spelt ‘a’after ‘w’and ‘qu’ The sound /ʒ/ spelt ‘s’
Common exception wordsExamples include: most, only, both, could, would, should, move, prove, improve and others as needed by pupils
SuffixesAdding endings ‘-ing-, ‘-ed’, ‘-er’, ‘-est’, ‘-y’to words ending in ‘e’with a consonant before it Adding ‘-ing-, ‘-ed’, ‘-er’, ‘-est’and ‘-y’to words of one syllable ending in a single consonant letter after a single vowel letter, Adding ‘-es’to nouns and verbs ending in ‘y’ The suffixes ‘-ful’, ‘-less’and ‘-ly’, Words ending in ‘-tion’
Strategies at the point of writing - Have a go / Using the working wall to find correct spellings of high frequency and common exception words / Using an alphabetically-ordered word bank
Proofreading:After writing, teach pupils to:Use a reliable source (word bank, environmental print) to check their spelling at the proofreading stage/ Check writing for mistakes in common exception / tricky words. / Use dictionary skills / Ensure that guidance on marking is used to support pupils’proofreading.
Learning and Practising spellingsIf not already introduced, introduce the use of spelling journals / Focus on learning of knowledge and patterns taught this term / Remind pupils of the following strategies:Segmentation; Look, Say, Cover, Write, Check; Using mnemonics; Saying the word in a funny way
YEAR 2
Topic/ Theme / Comparing small area in UK with non-European area / Animals
Summer 1 / Summer 2
Book / Meerkat Mail
One World Together / The Giraffe, the Pelly and Me
Writing for a Purpose / To entertain / To entertain
Writing Outcomes / Poetry
Narrative / Descriptions
Stories
Grammar and Punctuation / Correct choice and consistent use of present tense and past tense throughout writing.
Use of the progressiveform of verbsin the presentand past tenseto mark actions in progress (for example, she is drumming, he was shouting).Verb, tense (past, present) present progressive, past progressive
Apostrophesto mark where letters are missing in spelling.Apostrophe
Correct choice and consistent use of present tense and past tense throughout writing. (Link with teaching of verbs.)
Use of capital letters, full stops, question marks and exclamationmarks to demarcatesentences.(Link with teaching of sentence types.)
Commas to separate items in a list.(Link with teaching of noun/noun phrases.)Comma
Apostrophes to mark singular possession in nouns (for example, the girl’s name). (Link with teaching of noun/noun phrases)
apostrophe
Spelling / HomophonesRevision of all homophonestaught so far
ApostropheThe possessive apostrophe (singular nouns)
Year 2 phonicsThe /l/ or /əl/ sound spelt ‘-el’at the end of words / The /l/ or /əl/ sound spelt ‘-al’at the end of words / The /l/ or /əl/ sound spelt ‘-il’at the end of words (unusual spelling) / The /ɔ:/ sound spelt ‘a’before ‘l’and ‘ll’ The /ɔ:/ sound spelt ‘ar’after ‘w’ / The /ʌ/ sound spelt ‘o’ / The /ɜ:/ sound spelt ‘or’after ‘w’
Common exception wordsAllYear 2 words not taught so far
SuffixesAdding endings ‘-ing’, ‘-ed’, ‘-er’, and ‘-est’to words ending in ‘y’ / The suffixes ‘-ment’, ‘-ness’,
Strategies at the point of writing Teach, practise and apply spelling strategies at the point of writing using Have a Go strategies - Introduce individual Have a Go sheets if not established already / Teach using analogy to spell a word you don’t know
Proofreading - After writing, secure routines for proofreading:Use a reliable source (word bank, environmentalprint and dictionary) to check their spelling at the proofreadingstage. / Check writing for mistakes in common exception or tricky words. / Ensure that guidance on marking is used to support pupils’proofreading.
Learning and practising spellings - Secure learning routines with resources, for example spelling journals or environmentalprint.Remind pupils of the following strategies:Writing in the air / Tracing over the word / Rainbow writing / Look, say, cover, write, check
YEAR 3
Topic/Theme / Food / Stone Age to Iron Age
Autumn 1 / Autumn 2
Book / The Lighthouse Keeper’s Lunch – Ronda and David Armitage / Stone Age Boy
Writing for a Purpose / To inform / To entertain
Writing Outcomes / Explanation
Recount / Stories
Descriptions
Character/Setting
Grammar and Punctuation / Expressing time, place and cause using conjunctions (for example, when, before, after, while, so, because).conjunctionclause, subordinate clause
Use of commas after fronted adverbials (where these are fronted adverbial clauses).
Introduction to inverted commas to punctuatedirect speech.Use of inverted commas and other punctuation to indicate direct speech (forexample, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, ‘Sit down!’)direct speech inverted commas (or speech marks)
Spelling / Revisit - Common exception words fromYear 2
Prefixes and suffixes - Revise prefix ‘un’. / New prefixes: ‘pre-’, ‘dis-’, ‘mis-’, ‘re-’. / Revise suffixes fromYear 2: ‘-s’, ‘-es’, ‘-ed’, ‘-ing’, ‘-er’
Rare GPCs - The /eɪ/ sound spelt ‘ei’, ‘eigh’, or ‘ey’ The /ɪ/ sound spelt ‘y’ - Words ending with the /g/ sound spelt ‘gue’and the /k/ sound spelt ‘-que’(French in origin)
Homophonesbrake/break, grate/great, eight/ate, weight/wait, son/sun
Apostrophe - Revise contractions fromYear 2
Proofreading - Focus: checking after writing the spelling of KS1 common exception or tricky words.
Strategies at the point of writing Reintroduce Have a go sheets and strategies fromYear 2.
Learning and Practising spellingsPupils:Learn selected words taught in new knowledge this term. / Learn words from theYears 3 and 4 word list. (Suggest an average of5 or 6 words each term.) / Learn words from personal lists.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from theYears 3 and 4 word list.
YEAR 3
Topic/Theme / Rocks and Fossils / Sound/ Make a Noise
Spring 1 / Spring 2
Book / The Pebble in my Pocket / The Sound Collector – poem
Song of the Train
Writing for a Purpose / To inform / To entertain
Writing Outcomes / Newspaper
Letter / Poetry
Descriptions
Grammar and Punctuation / Formation of nouns using a range of prefixes(for example super-, anti-, auto-).
Word familiesbased on common words, showing how words are related in form and meaning (for example, solve, solution, solver, dissolve, insoluble).word family
Use of the formsa or an according to whether the next wordbegins with
aconsonantor a vowel(for example, arock, anopen box).
The grammatical difference between pluraland possessive-s.
Apostrophesto mark singular and pluralpossession (for example, the girl’s name, the girls’ names).
Noun phrases expanded by theadditionofmodifyingadjectives, nounsand prepositionalphrases (forexample,the teacherexpanded tothestrictmaths teacherwithcurly hair).determiner pronoun / possessive pronoun preposition / prefixconsonant vowel
Appropriate choice of pronounor noun within and across sentencesto aid cohesion and avoid repetition.Pronoun / possessive pronoun
Expressing time, place and cause using adverbs(for example, then, next, soon, therefore),
orprepositions(for example, before, after, during, in, because of).
Fronted adverbials (for example, Later that day, I heard the bad news.)adverb preposition adverbial
Use of commas afterfronted adverbials.
Spelling / Revisit - Strategies at the point of writing.Suffixes fromYear 2 (‘-ness’and ‘-ful’, with a consonant before)
Prefixes and suffixes - Prefixes: ‘sub-’, ‘tele-’, ‘super-’, ‘auto-’ Suffixes ‘less’and ‘ly’
Rare GPCs - The /ʃ/ sound spelt ‘ch’(mostly French in origin) The /k/ sound spelt ‘ch’(Greek in origin)
Homophoneshere/hear, knot/not, meat/meet
Apostrophe - Revise contractions fromYear 2
Proofreading - Revise proofreadingroutines
Learning and Practising spellingsPupils:Learn selected words taught in new knowledge this term. / Learn words from theYears 3 and 4 word list. (Suggest an average of5 or 6 words each term.) / Learn words from personal lists.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from theYears 3 and 4 word list.
YEAR 3
Topic/ Theme / Climate/ compare countries across the world / Ancient Egypt
Summer 1 / Summer 2
Book / Journey to Jo’burg / Tales of Gods and Pharoahs
Writing for a Purpose / To persuade / To entertain
Writing Outcomes / Speech
Advertising
Poster / Stories
Character
Setting
Grammar and Punctuation / Use of the present perfectform of verbs instead of the simple past (for example, He has gone out to play contrasted
withHe went out to play).present perfect
Standard English forms for verb inflections,instead of local spoken forms (for example, we were insteadof we was, or I did
instead of I done).
Appropriate choice of pronounor noun within and across sentencesto aid cohesion and avoid repetition.(Link with teaching of noun/noun phrases.)pronoun / possessive pronoun
Introduction to paragraphs as a way to grouprelated material.
Headings and sub- headings to aid presentation.
Use of paragraphs to organise ideas around a theme. (To be taught through teaching and learning sequences.)
Continue encouraging demarcation of sentences accuratelythroughout, using capital letters, full stops, question marks and exclamation marks.
Use of commas after fronted adverbials. (Link with teaching of adverbials)
Continue teaching of using commas to separate items in a list and extend this to work on lists of adverbials.
Consolidate use of apostrophes for contraction.
Apostrophesto mark singular and pluralpossession (for example, the girl’s name, the girls’ names).
(Link with teaching of noun/noun phrases.)
Introduction to inverted commas to punctuatedirect speech.
Use of inverted commas and other punctuation to indicate direct speech (for
example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, ‘Sit down!’) (Link with teaching of sentence types.)direct speech / speech marks
Spelling / Strategies for spelling at the point of writing Vowel digraphs fromYears 1 and 2
Prefixes and suffixes - Suffix ‘-ly’with root words ending in ‘le’and ‘ic’ Previously taught suffixes
Rare GPCs -The /ɪ/ sound spelt ‘y’other than at the end of words (gym, myth) / The /ʌ/ sound spelt ‘ou’(young, touch)
Homophonesheel/heal/he’ll, plain/plane, groan/grown, rain/ rein/reign
ApostropheRevise contractions fromYear 2
ProofreadingProofread own writing for misspellingsof per- sonal spelling list words.
Learning and Practising spellings - Pupils:Learn selected words taught in new knowledge this term. / Learn words from theYears 3 and 4 word list. (Suggest an average of5 or 6 words each term. / Learn words from personal lists.
Extend the knowledge of spelling strategies and apply to high-frequency and cross-curricular words from theYears 3 and 4 word list.
YEAR 4
Topic/ Theme / The Romans / Light and Electricity
Autumn 1 / Autumn 2
Book / Romans on the Rampage / The Owl Who Was Afraid of the Dark
Writing for a Purpose / To persuade / To entertain
Writing Outcomes / Letter
Speech
Poster / Characters/ Settings
Stories
Poetry
Grammar and Punctuation / Use of commas after fronted adverbials (where these are fronted adverbial clauses).
Use of inverted commas and other punctuation to indicate direct speech (forexample, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, ‘Sit down!’)direct speech inverted commas (or speech marks)
Spelling / Revisit - Strategies at the point of writing: Have a go
Rare GPCs - Revise:The /eɪ/ sound spelt ‘ei’, ‘eigh’, or ‘ey’ / The /ʃ/ sound spelt ‘ch’ / The /ʌ/ sound spelt ‘ou’ (all fromYear 3)
Word endings:Words ending /ure/ (treasure, measure)