Year R_Year 1 Mixed Age Range 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 RObjectives/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 51. 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 53. 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 5Read 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 5Show 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 59. 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 51. 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 53. 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'