аЯрЁБс>ўџ 79ўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №ПbjbjUU )07|7|џџџџџџlкккккккюЌLюЂ~     W W W EGGGGGG  @^GкW 5 "W W W Gэ кк  1\э э э W к к Eэ W Eэ ќэ щккщ ј рAЖДСюЂm dщщ\r0Ђщžб žщэ ююккккйYear: 1 Medium Term Plan: Term 2:2 School: Teacher/s:Year Group(s): Year 1Term: 2:2Fiction 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 7 The Royal Dinner T11: to learn and recite simple poems and rhymes, with actions, and to re-read them from the text; T13: to substitute and extend patterns from reading through language play, … extending rhyming or alliterative patterns, adding further rhyming words, lines; Curricular target: to use language and structures from reading when writing.S2: to use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read; W10: new words from reading and shared experiences and to make collections of personal interest or significant words and words linked to particular topics; Progression in Phonics step 6, learning objective 1Week 8 Hans Christian Anderson stories: The Princess and the PeaT6: to identify and discuss a range of story themes, and to collect and compare; T10: to identify and compare basic story elements, e.g. beginnings and endings in different storiesS6: 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;W8: to investigate and learn spellings of words with ‘s’ for plurals; Curricular target: to understand you use ‘s’ for plurals.Week 9 My Body Whose Baby?T21: to understand the purpose of contents pages and indexes and to begin to locate information by page numbers and words by initial letter; Curricular target: to use contents page and index to locate informationS4: to recognise full stops and capital letters when reading and understand how they affect the way a passage is read;W6: to read on sight and write high frequency words; Progression in Phonics step 6Week 10 T8: to identify and discuss characters, e.g. appearance, behaviour, qualities.. how they might behave; to discuss how they are described in the text; and to compare characters from different stories or plays; T15: to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text; Curricular target: to list words which add more detail about charactersS3: to predict words from preceding words in sentences and investigate the sorts of words that ‘fit’, suggesting appropriate alternatives, i.e. that make sense; Curricular target: to use a range of strategies in reading: initial letter checked against context, phonic cues, reading on to the end of the sentence.Week 11 Facts about Goats T20 to use simple dictionaries, and to understand their alphabetical organisation; T23: to produce extended captions. T24: to write simple questions, e.g. as part of interactive display. Curricular target: to be aware of the structure of non-chronological reports.S4: to recognise full stops and capital letters when reading and understand how they affect the way a passage is read; S6: to use the term sentence appropriately to identify sentences in text.Week 12 Wheels (Unit 7 Developing Early Writing -NLS) T25: to assemble information from own experience; to use simple sentences to describe, based on examples from reading; to write simple non-chronological reports; and to organise in lists, separate pages, charts. Curricular target: to use the structure of non-chronological reports in writing.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. Curricular target: to demarcate factual sentences with a capital letter and full stop. 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