ࡱ> NPMM bjbj== 10WWlBBBBBBBV^ ^ ^ 8 $ LV1B"AAAAAAA$SD sFAB@AeBBAeee"BBAeAe|e;ABBt@ \N_V^  >&t@<B01B2>BGTGt@eVVBBBBYear: Year 1 Medium Term Plan: Spring Term School: Teacher/s:Year Group(s)Year: Y1Term 2Fiction and poetry: traditional stories and rhymes; fairy stories; stories and poems with familiar, predictable and patterned language from a range of cultures, including playground chants, action verses and rhymes; plays. Non-Fiction: information books, including non-chronological reports, simple dictionaries.Titles:Teaching Objectives: Text LevelSentence Level Word Level Week 1 Once There Were GiantsT14: to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version; T16: to use some of the elements of known stories to structure own writing;S1: to expect written text to make sense and check if it does not; S6: to use the term sentence appropriately to identify sentences in text, Curricular target: to re-read writing to check for sense.Progression in Phonics step 5, learning objective 1: to hear phonemes within consonant clusters. W6: to read on sight and write high frequency words; Curricular target: to spell is me once there wereWeek 2 Change T17: to use terms fiction and non-fiction, noting some of their differing features; T18: to read non-fiction books and understand that the reader doesnt need to go from start to finish; T22: to write labels for drawings and diagrams;S5: to continue demarcating sentences in writing, ending a sentence with a full stop; S6: to use the term sentence appropriately to identify sentences in text. Curricular target: to know that a line of writing is not necessarily the same as a sentence; Week 3 The Bravest Ever BearT5: to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral re-tellings; T10: to identify and compare basic story elements, e.g. beginnings and endings in different stories;S7: to use capital letters for the personal pronoun I, for names and for the start of a sentence.Progression in Phonics step 5: Learning objective 3 & 4 - to segment to spell and blend to read words containing consonant clusters in initial and final position Week 4 & 5 The Three Billy Goats GruffT4: to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in re-telling; T7: to discuss reasons for, or causes of, incidents in stories; T9: to become aware of character and dialogue, e.g. by role-playing parts when reading aloud stories or plays with others; Curricular target: to write a known story with a beginning, middle and end.S4: to recognise full stops and capital letters when reading and understand how they affect the way a passage is read; Curricular target: to demarcate simple sentences with a capital letter and full stop. Week 6 Cinderella Unit 6 Developing Early Writing (NLS)T14: to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version; T16: to use some of the elements of known stories to structure own writing; Curricular target: to write a known story with a beginning, middle and end.S1: to expect written text to make sense and check if it does not; S5: to continue demarcating sentences in writing, ending a sentence with a full stop; S7: to use capital letters for the personal pronoun I, for names and for the start of a sentence. 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