Year 1 Planning: Links to the 2014 National Curriculum Programs of Study
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| Plan |
Reading Teaching Objectives |
Writing Teaching Objectives |
Spelling Teaching Objectives |
Grammar Teaching Objectives |
Text Type |
Bear About Town
Author: Stella Blackstone and Debbie Hartner
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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
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To say out loud what they are going to write about
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To spell words containing each of the 40+ phonemes already taught
To write unfamiliar words using phonetically plausible spellings
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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
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Be encouraged to link what they read or hear read to their own experiences
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To compose a sentence orally before writing it
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To spell words containing each of the 40+ phonemes already taught
To write unfamiliar words using phonetically plausible spellings
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To punctuate sentences using a capital letter and a full stop |
Non Fiction
Instructions
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The Sandwich That Max Made
Author: Marcia Vaughan
Illustrator: Ellen Giggenbach
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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
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To read and spell the words: the, that, this |
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Non Fiction
Instructions
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Little Red Hen
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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
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To read and spell said, who, me, I |
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Narrative
Traditional Tale
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Goldilocks and the Three Bears
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Recognise and join in with predictable phrases |
To say out loud what they are going to write about
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I can add ‘s’ to make bear plural |
To know how words make a sentence |
Narrative
Traditional Tale
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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
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To know how words can combine to make sentences |
Recount
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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
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To know how words can combine to make sentences |
Recount
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Howler
Author: Michael Rosen
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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
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To compose a sentence orally before writing it
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I can write he, me, we, be, she |
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Stories with familiar settings
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Where’s My Teddy
Author: Jez Alborough
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Teach reading the tricky words
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To write a sentence starting with “I”
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To spell the words; you, they, are, was
Spelling CVCC words |
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Stories with familiar settings
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Once There Were Giants
Author: Martin Waddell
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Teach reading the tricky words when, there, little, one
To reread a caption and sentence
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To re-read writing to check for sense
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Practise spelling words containing adjacent consonants |
To know how words can combine to make sentences |
Stories with familiar settings
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Egg to Chicken (Lifecycles)
Author: Camilla de la Bedoyere
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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
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To say out loud what they are going to write about
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To have a go at spelling using my phonics sounds |
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Non Fiction
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Tadpoles and Frogs (Usborne Beginners)
Author: Anna Milbourne
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To listen to and discuss a wide range of non-fiction at a level beyond that at which they can read independently
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To write simple sentences using a capital letter and a full stop or question mark
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To attempt spellings using phonetic knowledge |
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Non Fiction
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Seed to sunflower
Author: Camilla de la Bedoyere
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Discuss the significance of the title and events
Understand the purpose of a blurb
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To write simple sentences using a capital letter and a full stop or question mark
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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
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Caterpillar to Butterfly (Lifecycles)
Author: Camilla de la Bedoyere
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Discuss the features of non-fiction books: caption, headings, contents page, label, index
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To create a page that is representative of a non-fiction book page
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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
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To know when to use a full stop and when to use a question mark |
Non Fiction
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Monkey Puzzle
Author: Julia Donaldson,
Axel Scheffler
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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
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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
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To read and spell words that have an n before k as in think and bank
To hear and count the syllables in words
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To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark |
Poetry
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My Cat Likes to Hide in Boxes
Author: Eve Sutton
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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
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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
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To read and spell words that end in ck as in back and tick |
To use a capital letter for names places |
Poetry
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Noisy Poems
Collected by:
Jill Bennett
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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
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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
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Poetry
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Rumble in the Jungle
Author:
Giles Andreae
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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
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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
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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
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Wriggle and Roar
Author: Julia Donaldson
and Nick Sharrat
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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
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To discuss what they have written with the teacher or other pupils
To participate in performances
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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
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The Puffin Book of Fantastic First Poems
By June Crebbin
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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
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To say out loud what they are going to write about
To understand, through demonstration, the skills and processes essential to writing
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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
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Poetry
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