Plan: Wordsmith Year 2

Term: Autumn

Unit / Summary / Grammar lessons
Fiction 2.1
What Would You Do? / In this unit, the children read two stories that deal with themes of overcoming worries and facing fears. They look in depth at two different characters and explore how they overcome their fears. They develop their knowledge of sentence constructions, joining two or more sentences with ‘and’ and correct punctuation, and explore using expanded noun phrases to add more detail. The writing tasks include writing a letter in role, writing a continuation of one of the stories, and writing their own story based on their own experiences. /

Full Stops, Question and Exclamation Marks
Saying Sentences

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and build vocabulary and knowledge
- articulate and justify answers, arguments and opinions
- give well-structured descriptions and explanations
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:

discussing their favourite words and phrases

- understand both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher
making inferences on the basis of what is being said and done
answering and asking questions
predicting what might happen on the basis of what has been read so far

- participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
- explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
WRITING: Composition: Composition:
- develop positive attitudes towards and stamina for writing by:

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing for different purposes

- consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence

- make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)

- read aloud what they have written with appropriate intonation to make the meaning clear
WRITING: Composition: Vocabulary, grammar and punctuation:
- develop their understanding of the concepts set out in Appendix 2 by:

learning how to use both familiar and new punctuation correctly (see Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms

sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify, e.g. the blue butterfly
the present and past tenses correctly and consistently including the progressive form

Unit / Summary / Grammar lessons
Poetry Unit 2.1
Pattern, Rhythm and Rhyme / The children discuss their favourite lines from the four poems, recognising simple rhythm and rhyme and discussing vocabulary choices. They identify patterns in the poetry and work towards class performances of the poems, trying to learn them by heart along the way. They create new whole class poems - based on those already read - and then they evaluate a class performance of one of their compositions. /

Introducing Nouns
Introducing Verbs

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- articulate and justify answers, arguments and opinions
- give well-structured descriptions and explanations
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to, discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently
recognising simple recurring literary language in stories and poetry
discussing their favourite words and phrases
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

- understand both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher
making inferences on the basis of what is being said and done
answering and asking questions

writing for different purposes

- consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about

writing down ideas and/or key words, including new vocabulary

- make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)

- read aloud what they have written with appropriate intonation to make the meaning clear.
WRITING: Composition: Vocabulary, grammar and punctuation:
- develop their understanding of the concepts set out in Appendix 2 by:

the present and past tenses correctly and consistently including the progressive form

Unit / Summary / Grammar lessons
Non-fiction Unit 2.1
All About Orang-utans / In this unit, the children explore the Big Question: Could you keep an orang-utan as a pet? They read the interactive eBook All About Orang-utans, asking questions and collecting facts. They research other animals in ‘expert groups’ and present their findings. They learn about imperatives and how they are used in commands and instructions, writing their own instructions to tell someone how to care for a pet. In the long writing task, they design and write their own mini non-fiction book or report and make this into an eBook. /

Coordinating Sentences
Different Sorts of Sentences
Revising Capital Letters
Introducing Nouns
Introducing Verbs
Saying Sentences

Objectives
SPOKEN LANGUAGE:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and build vocabulary and knowledge
- articulate and justify answers, arguments and opinions
- give well-structured descriptions and explanations
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances and debates
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
READING: Word reading:
- read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
READING: Comprehension:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:

listening to, discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently
being introduced to non-fiction books that are structured in different ways

- understand both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

writing for different purposes

- consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence

- make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)

sentences with different forms: statement, question, exclamation, command
the present and past tenses correctly and consistently including the progressive form
subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

- use and understand the grammatical terminology in Appendix 2 in discussing their writing.
Unit / Summary / Grammar lessons
Live Unit 2.1
Newshounds / The children are introduced to the idea of the unit: that they write their own new reports, becoming newshounds! As a class, they read and discuss a variety of news stories, looking at the big news questions and the structure of a news report to develop their skills. They practice recounting events in the past tense and using noun phrases to write captions, as well as writing questions using correct punctuation. After some teacher modelling, the children write news reports about something that has happened at school. Time is given at the end of the unit for the children to edit and proof-read their work before it is published. They then discuss whether their news stories are a success. /

Introducing Nouns
Past and Present Tense

listening to, discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently
discussing the sequence of events in books and how items of information are related
being introduced to non-fiction books that are structured in different ways

- understand both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher
answering and asking questions
predicting what might happen on the basis of what has been read so far

writing for different purposes

- consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence

- make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)

learning how to use both familiar and new punctuation correctly (see Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms
sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify, e.g. the blue butterfly
the present and past tenses correctly and consistently including the progressive form

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