Year R Year 1 Mixed Agerange New Primary Framework Literacy Units Overview

Year R_Year 1 Mixed AgeRange New Primary Framework Literacy Units Overview

There is a Unit 1, Unit 2 etc for each block (Narrative, Non-fiction and Poetry) in Year 1 in the New Primary Framework, which these plans are based on. Where there are two plans based on the same Unit the B plan is usually developed beyond the A plan In each term there are usually two Narrative, two Non-fiction and two Poetry Units for you to choose from. We have included extra Units (H1, H2, etc), which may be seasonal or to give further choice to suit a particular class.

We plan to write another set of Units for teachers to use in the second year of a two year cycle for mixed age range classes.

Autumn A Term /

Description

Narrative Unit 1A: Familiar settings (2 weeks) / Guaranteed to get chn writing, the unit draws on the Animated Tale The Blanket. Chn relate the story to their own experience, write descriptions of toys and feelings, sequence events real and imagined and plan and write own story.
Poetry Unit 1: Using the senses
(3 weeks) / This unit focuses on developing listening and written skills using poetry about the senses. Chn are provided with, and talk about, many varied sensory experiences and use these to develop their descriptive vocabulary and write poems.
Non-fiction Unit 1: Labels, lists, signs (2 weeks) / Ideal as your first unit in the year! Using the genius ‘Pigeon’ books which chn absolutely love, as stimulus, children are introduced to reading and writing short simple texts such as labels, lists, signs and captions.
Narrative Unit 1B: Familiar settings (2 weeks) / This unit develops chn’s knowledge and skills in story writing. Chn use their imaginations to act out and sequence stories. They use extended descriptive language and repetitive phrases. Finally they plan and make a book of their own story.
Non-fiction Unit 2: Instructions
(2 weeks) / In this unit, chn use a classic story to generate orders. They then turn orders into instructions and use an Animated Alphabet to provide stimulus for reading, following and producing instructions in relation to writing names.
Poetry Unit H1: Christmas Letters (1 week) / This unit is based on the text Harvey Slumfenberger’s Christmas Present and Christmas poetry. Chn write a letter to Father Christmas and learn about chn less fortunate than themselves. Finally they write a ‘promise’ to someone special.

Spring A Term

Description

Narrative Unit 2: Stories with repeating patterns (2 weeks) / Chn read stories and memorise repetitive phrases or rhymes. They invent their own versions or parts of stories or rhymes using the repetitive phrases to help them. Chn write their own version of The House that Jack Built.
Non-fiction Unit 3: Recount (2 weeks) / Using the wonderfully funny Diary of a Wombat chn are introduced to recounts via diary entries, & write their own entries. In the 2nd week, Jill Murphy’s Whatever Next A Grand Day Out (Wallis & Grommit) stimulate further recounts, both oral & written.
Poetry Unit 2: Pattern and Rhyme
(2 weeks) / Traditional rhymes, rhymes from other cultures and well-known stories are used to explore repeated pattern and rhyme. Chn write their own verses and extend stories. They create actions to rhymes and perform to others.
Narrative Unit 3: Traditional Tales
(3 weeks) / Children are introduced to some of the features of traditional tales using a variety of stories in farm settings. Using an Animated Tale, they compare versions and the use of different media, and produce their own version of Chicken Licken.
Non-fiction Unit 4A: Information texts (2 weeks) / Using an Animated Tale chn distinguish fact from fiction and information texts from stories. They focus on finding information in texts in a variety of media, look at layout and other features e.g. glossary, index. Then produce own information booklet.
Narrative Unit H2: Inside the Egg
(2 weeks) / Chn explore the myth of the phoenix through role-play and the animated tale Phoenix Reborn. They write their own version of the myth and make a box to hold a magical creature. Chn use descriptive vocabulary to write about the creature and its powers.

Summer A Term

Description

Narrative Unit 4A: Fantasy worlds

(2 weeks)

/ Chn read an animated tale and discuss the fantasy element. They choose their own object which will have magical powers in their own story. They create and represent an oral fantasy story using pictures to help them sequence the narrative.

Poetry Unit 3A: Poems on a theme

(2 weeks)

/ We use a selection of animal poems to identify different poetry structures and explore the effect of patterned language, imagery and rhyme. We perform poems in a variety of ways and write our own poems.

Non-fiction Unit 4B: Information texts (3 weeks)

/ Use an Animated Tale to learn features of a non-fiction non-chronological report & knowledge of mini-beasts & animals to create additional pages to a text. Then create a Scary Creature & record info about it using features of non-chronological reports.

Narrative Unit 4B: Fantasy worlds

(2 weeks)

/ Chn read a variety of fantasy stories about aliens. They compare these & look at the characterisation of aliens. They then create their own written fantasy story based on key features of those read to make a class anthology of stories.

Poetry Unit 3B: Poems on a theme

(2 weeks)

/ A range of poetry structures is identified through examples of poetry written on the theme of weather. Chn consider the effect of patterned language, imagery and rhyme. They write and perform their own weather poems.

Non-fiction Unit 5: Recounts (fact and fiction) (2 weeks)

/ First chn look at stories about bedtime and compare fiction with recounts. Chn orally describe their bedtime routine using simple connectives to sequence events. They look at recounts about growing seeds and then write and present their own recount.

New Framework Literacy Strand Coverage

Year R/1 – Year R

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
1. Speaking / Enjoy listening to and using spoken and written language and readily turn to it in play and learning / X / X / X / X / X / X / X / X / X / X / X
Use talk to organise, sequence and clarify thinking, ideas, feelings and events / X / X / X / X / X / X / X / X / X / X
Use language to imagine and recreate roles and experiences. / X / X / X / X / X / X
Speak clearly and audibly with confidence and control and show awareness of the listener / X / X / X / X / X / X / X / X / X / X / X / X
Extend their vocabulary, exploring the meanings and sounds of new words / X / X / X / X / X / X / X / X / X / X / X / X / X / X
2. Listening & responding / Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems / X / X / X / X / X / X / X / X / X / X / X / X
Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Extend their vocabulary, exploring the meanings and sounds of new words / X / X / X / X / X / X / X / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
3. Group discussion and interaction / Interact with others, negotiating plans and activities and taking turns in conversation / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use talk to organise, sequence and clarify thinking, ideas, feelings and events / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
4. Drama / Use language to imagine and recreate roles and experiences / X / X / X / X / X / X / X / X / X / X / X / X
5. Word recognition / Explore and experiment with sounds, words and texts / X / X / X / X / X / X / X / X / X
Link sounds to letters, namimg and sounding the letters of the alphabet / X / X / X / X / X / X
Use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly
Hear and say sounds in words in the order in which they occur / X / X / X / X / X / X / X / X / X / X / X
Read simple words by sounding out and blending the phonemes all through the word from left to right / X / X / X
Recognise common digraphs

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
Read some high frequency words
Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words / X / X / X / X / X / X / X / X / X / X / X
Read a range of familiar and common words and simple sentences independently / X / X / X
Read texts compatible with their phonic knowledge and skills
Read and write one grapheme for each of the 44 phonemes / X / X
6. Word structure & spelling / Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words / X / X / X / X / X / X / X / X / X / X / X / X / X / X
7. Understanding & interpreting texts / Know that print carries a meaning and, in English, is read from left to right and top to bottom / X / X / X / X / X / X
Extend their vocabulary, exploring the meanings and sounds of new words / X / X / X / X / X / X / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
Show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Retell narratives in the correct sequence, drawing on the language patterns of stories / X / X / X / X / X / X / X / X / X
8. Engaging with & responding to texts / Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions or actions / X / X / X / X / X / X / X / X / X / X
Show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how / X / X / X / X / X / X / X / X / X / X
Use language to imagine and recreate roles and experiences / X / X / X / X / X / X / X / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
9. Creating & shaping texts / Attempt writing for various purposes, using features of different forms such as lists, stories and instructions / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
10. Text structure & organisation / Attempt writing for various purposes, using features of different forms such as lists, stories and instructions / X / X / X / X / X / X / X / X / X / X
11. Sentence structure & punctuation / Write their own names and other things such as labels and captions and begin to form simple sentences sometimes using punctuation / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
12. Presentation / Use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Year R/1 – Year 1

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / N 4B / P 3B / NF 4B / NF 5
1. Speaking / Tell stories and describe incidents from their own experience in an audible voice / X / X / X / X / X / X / X
Retell stories, ordering events using story language / X / X / X / X / X / X / X / X / X
Interpret a text by reading aloud with some variety in pace and emphasis / X / X / X / X
Experiment with and build new stores of words to communicate in different contexts / X / X / X / X / X / X / X / X / X / X / X
2. Listening & responding / Listen with sustained concentration, building new stores of words in different contexts / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Listen to and follow instructions accurately, asking for help and clarification if necessary / X / X / X / X
Listen to tapes or video and express views about how a story or information has been presented / X / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
3. Group discussion and interaction / Take turns to speak, listen to each other's suggestions and talk about what they are going to do / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Ask and answer questions, make relevant contributions, offer suggestions and take turns / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Explain their views to others in a small group, decide how to report the group's views to the class / X / X / X / X / X / X / X / X / X / X / X / X
4. Drama / Explore familiar themes and characters through improvisation and role-play / X / X / X / X / X / X / X / X / X / X
Act out their own and well-known stories, using voices for characters / X / X / X / X / X / X / X / X
Discuss why they like a performance / X / X / X / X / X / X / X / X
5. Word recognition / Recognise and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and 'gem'; the grapheme 'ow' is pronounced differently in 'how' and 'show'

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
Recog + use alternative ways of spelling phonemes already taught, eg that /ae/ can be spelt with 'ai', 'ay' or 'a-e'; that /ee/ can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives / X / X / X
Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills / X / X / X / X / X / X
Recognise automatically an increasing number of familiar high frequency words / X / X
Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable / X / X / X / X / X / X / X / X / X / X
Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words / X / X / X / X
Read and spell phonically decodable two-syllable and three-syllable words / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
6. Word structure & spelling / Spell new words using phonics as the prime approach / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Segment sounds into their constituent phonemes in order to spell them correctly Children move from spelling simple CVC words to longer words that include common digraphs and adjacent consonants such as 'brush', 'crunch' / X / X / X / X / X / X
Recognise & use alternative ways of spelling graphemes already taught, eg that /ae/ can be spelt with 'ai', 'ay' or 'a-e'; that /ee/ can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives / X / X
Use knowledge of common inflections in spelling, such as plurals, -ly, -er
Read and spell phonically decodable two-syllable and three-syllable words / X
7. Understanding & interpreting texts / Identify the main events and characters in stories, and find specific information in simple texts / X / X / X / X / X / X / X / X / X / X
Use syntax and context when reading for meaning / X / X / X / X / X / X / X / X / X

Objectives/Units – Year A

/ NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
Make predictions showing an understanding of ideas, events and characters / X / X / X
Recognise the main elements that shape different texts / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Explore the effect of patterns of language and repeated words and phrases / X / X / X / X / X / X / X / X
8. Engaging with & responding to texts / Select books for personal reading and give reasons for choices / X
Visualise and comment on events, characters and ideas, making imaginative links to their own experiences / X / X / X / X / X / X / X / X / X / X
Distinguish fiction and non-fiction texts and the different purposes for reading them / X / X / X / X
9. Creating & shaping texts / Independently choose what to write about, plan and follow it through / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use key features of narrative in their own writing / X / X / X / X / X / X / X / X / X
Convey information and ideas in simple non-narrative forms / X / X / X / X / X / X / X / X / X / X / X
Objectives/Units – Year A / NF 1 / P 1 / N 1A / N 1B / NF 2 / P 2 / N 2 / NF 3 / P H1 / N 3 / NF 4A / N H2 / N 4A / P 3A / NF 4B / N 4B / P 3B / NF 5
Find and use new and interesting words and phrases, including story language / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Create short simple texts on paper and screen that combine words with images (and sounds) / X / X / X / X / X / X / X / X / X / X / X / X
10. Text structure & organisation / Write chronological and non-chronological text using simple structures / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Group written sentences together in chunks of meaning or subject / X / X / X / X / X / X / X / X
11. Sentence structure & punctuation / Compose and write simple sentences independently to communicate meaning. / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use capital letters and full stops when punctuating simple sentences / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
12. Presentation / Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Write with spaces between words accurately / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use the space bar and keyboard to type their name and simple texts / X / X / X

Year B of Two Year Rolling Programme

Year R_Year 1 Mixed AgeRange New Primary Framework Literacy Units Overview

This is the second set of Units for mixed age range class teachers to use (Year B) as part of a two year cycle for mixed age range classes, Year A Units are already published online. We recommend using only Year A or Year B Units during one particular school year, to ensure complete coverage of all the Literacy Primary Framework.

Autumn B Term / Description
Narrative Unit 1: Familiar settings (2 weeks) / Understanding the concept of a story setting is at the heart of this unit. Chn share books and sort according to their settings. They relate the wonderfully evocative story of Knuffle Bunny to their own experience and write their own version.
Poetry Unit 1: Using the senses
(3 weeks) / Children read the beautifully illustrated poem Quick as a Cricket, and respond to the animal comparisons using the senses of touch, sound and movement. They write their own poems based on the simple format of comparison.
Non-fiction Unit 1: Labels, lists, signs (2 weeks) / Chn study & compare a range of posters on the theme of pets & animals. They look at the meaning behind each & how they are effective through text, colours & pictures. They create their own posters and then web pages using headings, captions and pictures.
Narrative Unit 2A: Stories with repeating patterns (2 weeks) / Chn read stories and memorise repetitive phrases. They invent their own versions or parts of stories using the repetitive phrases to help them. Chn write their own version of Whatever by William Bee.
Non-fiction Unit 2A: Instructions
(2 weeks) / Starting with Dear Zoo, children explore animal alphabets and extreme animals all by using, following and giving instructions. They reflect on features of instructions, including ‘bossy verbs’ and use what they have learned to write and follow recipes.
Poetry Unit H1: Christmas (2 weeks) / This unit is based on the text The Christmas Present. Chn write a Christmas poem to someone special in their family, in the form of a kenning. Chn explain what is special about the person they are giving their poem to, & present it as a 3D Xmas present.

Spring B Term

Description

Narrative Unit 2B: Stories with repeating patterns (2 weeks) / Understanding the concept of a repeated phrase/sentence is at the heart of this unit. Chn explore books with repeated phrases/sentences and use these as the basis for their own writing. Chn will create additional pages to known stories and will also produce their own book, based on the imaged adventures of their soft toys.
Non-fiction Unit 2B: Instructions
(2 weeks) / Starting with a familiar text ‘Where’s My Teddy?’, chn write orders & simple instructions. They follow instructions to make a paper toy & write short action instructions within it. Then they follow & write longer instructions together.
Poetry Unit 2A: Pattern and rhyme
(3 weeks) / Chn watch and listen to the Animated Poem ‘Little Boy Blue’ & use it to generate extended rhyming versions. Drawing on The Train Ride & nursery rhymes such as Humpty Dumpty & Sing a song, they generate their own patterned language.
Narrative Unit 3: Traditional tales
(2 weeks) / The Ugly Duckling, Thumbelina and other Andersen tales in this unit allow chn to explore many different versions of the same tale, including film, oral story, picture book and song! A thoroughly enjoyable experience to motivate chn’s writing.
Non-fiction Unit 3: Recounts
(3 weeks) / Use 2 familiar stories to help sequence real & imaged events. Use sequencing to develop an understanding of the past tense & use time connectives to order the experiences recounted. Chn produce 2 of their own recounts & publish these as their own books.

Summer B Term