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Year 1 Planning: Links to the 2014 National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

Bear About Town
Author: Stella Blackstone and Debbie Hartner
  • Listen to and discuss a wide range of non-fiction at a level beyond that at which they can read independently
  • To link what they read or hear to their own experiences
  • To say out loud what they are going to write about
  • To spell words containing each of the 40+ phonemes already taught
  • To write unfamiliar words using phonetically plausible spellings
  • To use a capital letter for names of the days of the week, and the personal pronoun ‘I’
  • Non Fiction

    Pass the Jam Jim
    Author: Kaye Umansky
  • Be encouraged to link what they read or hear read to their own experiences
  • To compose a sentence orally before writing it
  • To spell words containing each of the 40+ phonemes already taught
  • To write unfamiliar words using phonetically plausible spellings
  • To punctuate sentences using a capital letter and a full stop
  • Non Fiction
    Instructions

    The Sandwich That Max Made
    Author: Marcia Vaughan
    Illustrator: Ellen Giggenbach
  • Listen to and discuss a wide range of non-fiction Draw on what they already know or on background information and vocabulary provided by the teacher
  • To re-read what they have written to check that it makes sense
  • To leave spaces between words
  • To read and spell the words: the, that, this
  • Non Fiction
    Instructions

    Little Red Hen
  • Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
  • To write a simple story, based on a traditional tale
  • To read and spell said, who, me, I
  • Narrative
    Traditional Tale

    Goldilocks and the Three Bears
  • Recognise and join in with predictable phrases
  • To say out loud what they are going to write about
  • I can add ‘s’ to make bear plural
  • To know how words make a sentence
  • Narrative
    Traditional Tale

  • To retell a recount using words like First, Next and Finally
  • To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • To know how words can combine to make sentences
  • Recount

  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To write some sentences using First, Next and Finally
  • To know how words can combine to make sentences
  • Recount

    Howler
    Author: Michael Rosen
  • To identify the main characters, events and setting in a story
  • To re-enact a story in the correct order
  • Teach reading the tricky words said, so
  • To compose a sentence orally before writing it
  • I can write he, me, we, be, she
  • Stories with familiar settings

    Where’s My Teddy
    Author: Jez Alborough
  • Teach reading the tricky words
  • To write a sentence starting with “I”
  • To spell the words; you, they, are, was
  • Spelling CVCC words
  • Stories with familiar settings

    Once There Were Giants
    Author: Martin Waddell
  • Teach reading the tricky words when, there, little, one
  • To reread a caption and sentence
  • To re-read writing to check for sense
  • Practise spelling words containing adjacent consonants
  • To know how words can combine to make sentences
  • Stories with familiar settings

    Egg to Chicken (Lifecycles)
    Author: Camilla de la Bedoyere
  • To listen to and discuss a wide range of non-fiction at a level beyond that at which they can read independently
  • To understand the purpose of a contents page
  • To say out loud what they are going to write about
  • To have a go at spelling using my phonics sounds
  • Non Fiction

    Tadpoles and Frogs (Usborne Beginners)
    Author: Anna Milbourne
  • To listen to and discuss a wide range of non-fiction at a level beyond that at which they can read independently
  • To write simple sentences using a capital letter and a full stop or question mark
  • To attempt spellings using phonetic knowledge
  • Non Fiction

    Seed to sunflower
    Author: Camilla de la Bedoyere
  • Discuss the significance of the title and events
  • Understand the purpose of a blurb
  • To write simple sentences using a capital letter and a full stop or question mark
  • I can read and spell words that end in ff as in off and puff
  • To know a sentence can be a question sentence
  • Non Fiction

    Caterpillar to Butterfly (Lifecycles)
    Author: Camilla de la Bedoyere
  • Discuss the features of non-fiction books: caption, headings, contents page, label, index
  • To create a page that is representative of a non-fiction book page
  • I can read and spell words that end in ll as in well and tell
  • I can read and spell words that end in ss as in miss and toss
  • To know when to use a full stop and when to use a question mark
  • Non Fiction

    Monkey Puzzle
    Author: Julia Donaldson,
    Axel Scheffler
  • To listen to and discuss a wide range of poems
  • To recognise and join in with predictable phrases
  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To participate in performances
  • To say out loud what they are going to write about
  • To understand, through demonstration, the skills and processes essential to writing
  • To leaving spaces between words
  • To read and spell words that have an n before k as in think and bank
  • To hear and count the syllables in words
  • To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Poetry

    My Cat Likes to Hide in Boxes
    Author: Eve Sutton
  • To listen to and discuss a wide range of poems
  • To recognise and join in with predictable phrases
  • To learn to appreciate rhymes and poems
  • To participate in performances
  • To say out loud what they are going to write about
  • To compose a sentence orally before writing it
  • To discuss what they have written with the teacher or other pupils
  • To read aloud their writing clearly enough to be heard by their peers and the teacher
  • To read and spell words that end in ck as in back and tick
  • To use a capital letter for names places
  • Poetry

    Noisy Poems
    Collected by:
    Jill Bennett
  • To listen to and discuss a wide range of poems
  • To learn to appreciate rhymes and poems, and to recite some by heart
  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To participate in performances
  • To say out loud what they are going to write about
  • To discuss what they have written with the teacher or other pupils
  • To read aloud their writing clearly enough to be heard by their peers and the teacher
  • Poetry

    Rumble in the Jungle
    Author:
    Giles Andreae
  • To listen to and discuss a wide range of poems
  • To learn to appreciate rhymes and poems
  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To explain clearly their understanding of what is read to them
  • To participate in performances
  • To say out loud what they are going to write about
  • To compose a sentence orally before writing it
  • To discuss what they have written with the teacher or other pupils
  • To read aloud their writing clearly enough to be heard by their peers and the teacher
  • To understand, through demonstration, the skills and processes essential to writing
  • To read and spell words that end in ck as in back and tick
  • To leaving spaces between words
  • To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • Poetry

    Wriggle and Roar
    Author: Julia Donaldson
    and Nick Sharrat
  • To listen to and discuss a wide range of poems
  • To learn to appreciate rhymes and poems, and to recite some by heart
  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To participate in performances
  • To discuss what they have written with the teacher or other pupils
  • To participate in performances
  • To read and spell words that end in zz as in buzz and fuzz
  • To begin to use some of the distinctive features of Standard English in their writing
  • Poetry

    The Puffin Book of Fantastic First Poems
    By June Crebbin
  • To listen to and discuss a wide range of poems
  • To recognise and join in with predictable phrases
  • To participate in discussion about what is read to them, taking turns and listening to what others say
  • To learn to appreciate rhymes and poems, and to recite some by heart
  • To participate in performances
  • To say out loud what they are going to write about
  • To understand, through demonstration, the skills and processes essential to writing
  • To read and spell words with tch at the end like catch and patch
  • To hear and count the syllables in words
  • I can read and spell words with tch at the end like catch and patch
  • I can hear and count the syllables in words
  • Poetry