аЯрЁБс>ўџ BDўџџџAџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 јПнbjbjUU ),7|7|нџџџџџџl```````tЖЖЖЖвDt."8888‹ Nй ѕ  $Л л!^2` i "‹   2a ``881Ga a a  .`8`8 a  a Ъa +rиT``и8 pіkQ;ТtBЖ3 .,и4]0:ž9"a 9"иa tt````йYear: 1 Medium Term Plan: Term 3:2 School: Teacher/s:Year Group(s)Term: 3:1Fiction and poetry: stories about fantasy worlds, poems with patterned and predictable structures; a variety of poems on similar themes. Non-Fiction: information texts including recounts of observations, visits, events.Titles:Teaching Objectives: Text LevelSentence Level Word Level Week 7 Bear Postcard resources - see  HYPERLINK "http://www.literacymatters.com/resources.html" www.literacymatters.com/resources.htmlT20: to write simple recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing T22: to write own questions prior to reading for information and to record answers, Curricular Target: to write a simple recountS5: other common uses of capitalisation, e.g. for personal titles (Mr, Miss), headings, book titles, emphasis; S7: to add question marks to questions. Curricular Target: to use capital letters for names, titles as well as at the beginning of a sentenceW8: new words from reading and shared experiences, and to make collections of personal interest or significant words and words linked to particular topics; Step 7 Progression in Phonics (NLS)Week 8 & 9 Unit 9 Developing Early Writing: The Day the Fire Engine came to SchoolT17: to recognise that non-fiction books on similar themes can give different information and present similar information in different ways; T21: to use the language and features of non-fiction texts, e.g. labelled diagrams, captions for pictures, to make class books, e.g. ‘What We Know About…’, ‘Our Pets’; T18: to read recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like first, next, after, when; T20: to write simple recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing (T22: to write own questions) Curricular Target: to write a recount using words which signal a time sequenceS5: other common uses of capitalisation, e.g. for personal titles (Mr, Miss), headings, book titles, emphasis; S6: to reinforce knowledge of term sentence S7: to add question marks to questions.W6: to investigate and learn spellings of verbs with ‘ed’ endings; W8: new words from reading and shared experiences, Step 7 Progression in Phonics (NLS) Curricular Target: to spell words with ‘ed’ endingsWeek 10 If You Should meet a Crocodile ISBN: 0-333-76280-0T11: to collect class and individual favourite poems for class anthologies, participate in reading aloud; T15: to use poems or parts of poems as models for own writing, Curricular Target: to choose a favourite poemS3: to read familiar texts aloud with pace and expression appropriate to the grammar, e.g. pausing at full stops, raising voice for questions; Curricular Target: to pause at full stops when reading.W5: to recognise words by common spelling patterns;Week 11 Who’s at the Door? 1-86039-876-6T6: to prepare and re-tell stories orally, identifying and using some of the more formal features of story language; T13; to write about significant incidents from known stories; Curricular Target: to use words which add more detail about ‘why’ in a storyS4: about word order, e.g. by re-ordering sentences, predicting words from previous text, grouping a range of words that might ‘fit', and discussing the reasons why;W7: to spell common irregular words from Appendix List 1;Week 12 The Cow That Went Oink ISBN: 0-15-220196-3 T4: to read with sufficient concentration to complete a text, and to identify preferences and give reasons; Curricular Target: to identify a favourite text and give reasonsS2: 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;W9: the terms ‘vowel’ and ‘consonant’; Curricular Target: to become familiar with the terms ‘vowel’ and ‘consonant’ЉLiteracy Matters Ltd 2002 Year 1 Term 3:2 1Uhiноъы02uvwœийк™žэ]hŠБВГЕй0 3 ћєьфмфвШмћПИ­єЂє”Ђ‹Ђє‡ф€u€ь€m€ь€u€ь€mмєk56CJOJQJB*CJOJQJphџ CJOJQJ5\0JCJOJQJjCJOJQJUjCJOJQJU56CJ\]^J 6\]^J56\]^J5CJOJQJ\5CJOJQJ\CJOJQJ]5CJOJQJ5CJOJQJ CJOJQJOJQJ*1<JTUо1љѓѓщftѓѓƒ$$If–l4жжFh9…,x>бLѓж0џџџџџџіііж џџџж џџџж џџџж џџџ4ж laід „\$If^„\$If„h^„hнў12:ZjvЂœœœœ$If]$$If–l4жжhx>=ж0џџџџџџіііжџжџжџжџ4ж laідvw~œ™эВkŒ eee[eeQe  & F$If „$If^„$If“$$If–l4ж      ж\hИ N k/x>€P   €–  €  €   ж03f3f3f3f3f3fііж3f3f3f3fжџџџџж3f3f3f3fжџџџџ4ж laід ДЕйкхцчш0 Н љљљdрљљљљљZ „$If^„”$$If–lжж\hИ N k/x>P – ж0џџџџџџіііжџџџџжџџџџжџџџџжџџџџ4ж laід$If 3 Н С @ d и ђ і Š  Ї ѕ і љ 9 D g j k Š “ – Л П § ў џ  2 ]  ‘ š Ь Э а 78:wЄЅЇ4kl§ћћї§ђюћфдТюКГКŸКГ—ŒГ…Г…}Гs}ГŒГ}ГŒГ5CJOJQJ\5CJOJQJ CJOJQJB*CJOJQJphџCJOJQJ]'j5CJOJQJUmHnHsH u CJOJQJ5CJOJQJ"6CJOJQJaJmH nH sH uCJOJQJaJmH nH sH u5CJOJQJ\5CJ B*phџ5\65-Н e Ї і g “ Л ў 2 3 W X Y Z [ \ ] ‘ ѕѕѕыыыххххххххххх$If  & F$If „$If^„‘ ’ š Й Э vwЅ4l Ёj<dddddddddj,$If”$$If–lжж\hИ N k/x>P – ж0џџџџџџіііжџџџџжџџџџжџџџџжџџџџ4ж laід lmn ЊЪЫЭ@AC~ЪЫЭqsЋДоруLŒ*,8?DORžŸ ніючрчрючіючечючючрчрЭчечючючХчХчечрч6CJOJQJCJOJQJ\B*CJOJQJphџ CJOJQJ CJOJQJ5CJOJQJ5CJOJQJ\$ЁЉЊНЫ~ЫqЋЌДЫљљљљљљљљdаљљ”$$If–lжж\hИ N k/x>P – ж0џџџџџџіііжџџџџжџџџџжџџџџжџџџџ4ж laід$If ЫпрL*QRŸ нљљљљљљљљd^„h^„h”$$If–lжж\hИ N k/x>P – ж0џџџџџџіііжџџџџжџџџџжџџџџжџџџџ4ж laід$If '&P 1h0АТA А….!А "А–# $ %АDаЩъyљКЮŒ‚ЊKЉ 'www.literacymatters.com/resources.htmlрЩъyљКЮŒ‚ЊKЉ \http://www.literacymatters.com/resources.html i8@ёџ8 NormalCJ_HaJmH sH tH >@> Heading 6$@&6CJOJQJ]<A@ђџЁ< Default Paragraph FontОўOђО Table/bodyx & Fџ ЦРd8џЄ<>ЦTTfџCJOJQJaJmHnHsH u.U@Ђ. 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