Hansel & Gretel Rapunzel. 3 Little Pigs The True Story of the 3 Pigs. Owl Babies, Owl who was Afraid of the Dark. Michael Rosen

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1 Text Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Consolidation To Inform To Entertain To Entertain To Inform To Entertain Tiger Who Came For Tea Whatever Next Dogger Thad Goes to the Moon Winnie the Pooh When we were Young Now we are Six Lost In The Toy Museum Day the Crayons Quit Dear Zoo Dear Greenpeace Christmas songs and poetry 3 Little Pigs The True Story of the 3 Pigs Owl Babies, Owl who was Afraid of the Dark Hansel & Gretel Rapunzel The Favourite T Shirt Clothes Michael Rosen Beatrix Potter Stories Beatrix Potter Hairy Tales and Nursery Rhymes Douglas Deep Sea Diver Douglas Deep Sea Diver Switching on the Moon Extended Writing Simple sentences leading to simple story narrative Write a List Write a set of instructions Writing rhyming couplets Drafting own poem in the style of A.A.Milne Diary, Character Description Story Narrative Postcard Write letter end unit with letter to Santa to Post Writing own rhyming poems using interesting word choices Character Sketch, Story Maps, Alternative Story Ending Simple Poster NCR Write a poem based on emotions Ordering/sequencing Settings Description Writing own narrative Designing a Poster, listing, labelling (link to RRSA or History) Jokes, Tongue Twisters, Compose own silly poem Letters and diaries Character Description Story Narrative NCR/Biography Write a Kenning based on animals from Beatrix Potter Stories Setting & Character Description Sequence Events, Postcard, Diary, Story Narrative Recount of event, Simple/basic Newspaper Report Writing a poem with a pattern Conjunctions to Y1 Because First After that As Or Soon One day/night When That On Tuesday/Sunday etc. If Until Now Suddenly Terminology Letter Capital Letter Sentence Full Stop Question Mark Exclamation Mark Singular Plural Punctuation Question marks Exclamation marks

2 Joining Word Punctuation Mark to Y1 Noun Statement Question Exclamation Command Noun phrase Compound Adverb Tense (past, present) Verb Apostrophe Comma Capital letters at the beginning of sentences Capital letters for names and for the personal pronoun Full stops Punctuation Consistent separation of words with spaces (finger spaces) to Y1 Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession Teat Construction Sentence Level Join words and clauses using the conjunction 'and' Compose sentences orally and write them down, Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words Begin to use some of the distinctive features of Standard English in their

3 recognising sentence boundaries in spoken sentences writing e.g. replacing dialect words Begin to use imperative sentences in instructions to Y1 Write from memory simple sentences dictated by the teacher that include words using GPCs, common exception words and punctuation taught so far Use appropriate subordinating and coordinating conjunctions Use sentences with different forms and recognise how the grammatical patters in a sentence indicate its function as a statement, question, exclamation, command Use expanded noun phrases to describe and specify e.g. the blue butterfly Use a pattern of three for description e.g. He was old, bald and smiley Construct similes using 'like' e.g. He's very grumpy like a bear Incorporate some simple time adverbials into their compositions e.g. He woke up the next morning, She went as soon as she could, Later on they found out Use some features of written standard English e.g. replacing dialect words Draw on and use new vocabulary from their reading, their discussions about it and from their wider experiences Text Construction Text Level Begin to write about more than one idea Begin to group related ideas Begin to use simple sentences to record their orally invented stories, supported by simple conjunction prompts 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 e.g. writing about their PE lesson or a field trip writing poetry writing for different purposes

4 Group related ideas Use the present and past tenses correctly and consistently, including the progressive form Begin to write about more than one idea, using simple sequencing Planning: Say out loud what they are going to write about in advance Orally compose sentences and/or whole texts Recognise the features of different forms of writing e.g. instructions, information, stories, poems Evaluating: Discuss their own writing with the teacher Read own writing aloud, clearly enough to be heard by peers and the teacher Use appropriate grammatical terminology in discussing writing Editing: Reread what they have written to check that it makes sense Upon rereading and discussing, understand that they can 'have another go' at writing a word or composing a sentence Planning, Evaluating and Editing Handwriting Planning: Consider what they are going to write before beginning, either by oral rehearsal, a simple written plan or a combination of the two Include new vocabulary and/or key words in their plan, perhaps drawn from their own reading or class reading of model texts Use drama and role play to develop and order their ideas through playing roles and improvising scenes in various settings Recognise and consider the features of several different forms of writing e.g. instructions, information books, stories and poems Use writing journals as a planning tool and memory aid Evaluating: Evaluate their own writing with the teacher and/or other pupils Read aloud what they have written, to the teacher or a small group, with appropriate intonation to make the meaning clear Use appropriate grammatical terminology in discussing writing Editing: Reread to check that their writing makes sense and proofread to check for errors in spelling, grammar and punctuation Upon rereading, check that verbs to indicate time are used correctly, including verbs in the continuous form and make other simple additions, revisions and corrections Sit correctly at a table, holding a pencil comfortable and correctly Form lowercase letters in the correct direction, starting and finishing in the right place Form capital letters Form digits 09 Understand which letters belong to which handwriting 'families' and practice these Use appropriate finger spacing in their writing Position their writing appropriately on the page

5 Always write from left to right from top to bottom Form lower case letters of the correct size relative to one another Use some of the diagonal and horizontal strokes needed to join letters and understand which letters are better left unjoined Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters Use spacing between words that reflects the size of the letters