Year 2 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 |
Funny Bones
Author: Janet and Allen Alhberg
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To participate in discussion about books, taking turns and listening to what others say
To understand books by answering and asking questions
To be introduced to non-fiction books that are structured in different ways
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To make the correct choice and to consistently use the present tense and past tense throughout writing
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To use the present and past tenses correctly and consistently including the progressive form |
Narrative
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Cops and Robbers
Author: Janet and Allen Alhberg
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To participate in discussion about books, taking turns and listening to what others say
To be introduced to non-fiction books that are structured in different ways
To understand books by making inferences on the basis of what is being said and done
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To write for different purposes – letter, wanted poster
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To use capital letters, full stops, question marks and exclamation marks to demarcate sentences |
Narrative
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Burglar Bill
Author: Janet and Allen Alhberg
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To participate in discussion about books, taking turns and listening to what others say
To use role-play and other drama techniques to help identify with and explore characters
To develop and order their ideas through playing roles and improvising scenes in various settings
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To write narratives about the experiences of others
To plan or say aloud what they are going to write
To re-read work to check that writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
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To use the present and past tenses correctly and consistently including the progressive form |
Narrative
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Tadpole to Frog
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To understand how non-fiction writing is structured
To understand texts by drawing on what they already know or on background information and vocabulary provided by the teacher
To participate in discussion about books
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To write notes
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How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command |
Non Fiction
Explanation
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Growing Frogs
Author: Vivian French
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To understand how non-fiction writing is structured
To participate in discussion about books
To understand cause and effect in non-fiction writing
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To write for different purposes
To use sentences with different forms: statement, question, exclamation, command
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To use the present and past tenses correctly and consistently including the progressive form
To use conjunctions, adverbs and prepositions to express time and cause
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Non Fiction
Explanation
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Butterflies
Author: Literacy Matters Ltd
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To participate in discussion about books, taking turns and listening to what others say
To understand cause and effect in non-fiction writing
To discuss and clarify the meanings of words
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To compose individual sentences orally and write them down
To use conjunctions, adverbs and prepositions to express time and cause
To write an explanation text using flowcharts and diagrams
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To use subordination in sentence structure (because etc) to create compound sentences
To use sentences with different forms: statement, question, exclamation, command
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Non Fiction
Explanation
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Matilda
Author: Roald Dahl
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To listen to, discuss and express views about contemporary and classic poetry
To discuss and clarify the meanings of words
To recite a section of poetry by heart demonstrating understanding through intonation and gesture
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Poetry
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Matilda
Author: Roald Dahl
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To read aloud what they have written with appropriate intonation to make the meaning clear
To recognise simple recurring literary language in poetry
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To plan or say out loud what they are going to write about
To write down ideas and/or key words, including new vocabulary
To evaluate writing with the teacher and other pupils
To start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
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To use sentences with different forms: statement, question, exclamation, command |
Poetry
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The Three Billy Goats Gruff
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Tell real and imagined stories using the conventions of traditional story language
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To group ideas together to structure the beginning, middle and end of a story
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Revise the /d_ʒ/ sound spelt as ge and dge at the end of words: bridge |
Write simple and compound sentences and begin to use subordination in relation to time and reason |
Traditional Tale
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Stone Soup
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Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
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To identify command, question and exclamation sentences |
Traditional Tale
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The Old Woman and the Red Pumpkin
Little Red Riding Hood
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Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
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Traditional Tale
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Eat up, Gemma
Author: Sarah Hayes
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To participate in discussion about books, taking turns and listening to what others say
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To use present and past tenses accurately in writing
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le at the end of words:
table, apple, bottle, little, middle
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Narrative
Familiar Stories
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Eat up, Gemma
Author: Sarah Hayes
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To understand texts by drawing on what they already know or on background information and vocabulary provided by the teacher
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To write an extended noun phrase
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how to use expanded noun phrases to describe |
Narrative
Familiar Stories
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Katie Morag Delivers the Post
Author: Dr Mairi Hedderwick
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To ask relevant questions to ascertain the feelings of a key character
To make inferences based on what is written in a text
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To plan or say out loud what they are going to write
To compose sentences in the form of questions and exclamations
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Looking at how the grammatical patters in a sentence indicate its function as a question or exclamation
Using question marks and exclamation marks
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Narrative
Familiar Stories
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Katie Morag Delivers the Post
Author: Dr Mairi Hedderwick
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To make inferences based on what is written in a text
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To plan or say out loud what they are going to write
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ge and dge e.g. charge, village, bridge |
Using the past tense consistently |
Narrative
Familiar Stories
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