Medium Term Plan English Year

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1 Medium Term Plan English Year Comprehension Work through Comprehension Book and guided reading Grammar and punctuation Nelson Grammar International Pupil Book 1. Nelson International Comprehension Student book 1. Block Genre Genre Description Genre Objectives / Key Skills 1 All About Me People who help us Non Fiction Labels, lists and captions (Books: Stories from a range of cultures) Letter writing The children are encouraged to think about how they are special, different and to talk about the things they like. We read a wide of variety of books that explore the idea of being different/special by famous authors and complete various literacy activities linked and related to these books. We then start to encourage the children to think about those in their family/school and the wider community who help them. We also discuss and encourage the children to show acts of kindness at school and home to be helpful to others themselves. This promotes Reading & Writing Learn the first 28 English sounds by sight Learn to form in continuous cursive the first 28 sounds in English Be able to recognise the first 28 sounds in English by sound Draw accurate pictures and start to sound out labels and captions to go with them Write lists of family members, things they like, how they are different etc Learn simple punctuation when writing sentences (capital letters and full stops) and listing (commas) Discuss and then attempt to write simple thank you letters to those who help them Speaking & Listening Talk about themselves and their families Act out in the role play area house scene, police station and other familiar settings Listen to peers talk about themselves Share stories 1

2 independence and a perspective of themselves and their place in the wider community. We look at books about people who help us in different countries and cultures and compare them to our own in Oman. The children will have visits from community helpers and will visit a fire station. As well as English lessons, the children will have phonic lessons were they cover the first 28 sounds of the English language through the Jolly Phonics/Phonics Play programme. During these phonic lessons the children will learn to sound out when reading and writing. 2 All About Me People who help us Poetry Poems on a theme (National Day ) Pattern and rhyme& Using our sense (5 senses) National Day inspires firework acrostic poems. Children paint and create firework pictures. We then introduce them to onomatopoeia (sound words) and the children create simple firework poems by sounding out onomatopoeic words to explain the sounds they make. We then go on to introduce the children to rhyming words by reading and enjoying a range of patterned and rhyming poems. We look at the spelling patterns that make the words rhyme (cat, hat, rat etc) the children then practise themselves to create lists of rhyming patterned words. Learn about onomatopoeia Sound out simple onomatopoeic sound words In some cases attempt to sound out whole sentences Use onomatopoeia accurately using speech marks. Sound out rhyming words to create a poem In some cases attempting to sound out whole sentences to create a poem Recognise rhyming words and come up with different ones Explain what onomatopoeia is Can follow simple instructions when painting and creating firework pictures Discuss ideas before attempting to write. Share thoughts and ideas Give ideas for rhyming words 2

3 Then, linked to our science topic The Five senses, we create senses poemsattempting to use rhyming words. Writing Assessment The children will be given a picture and will then (independently) sound out a caption to go with that picture. 3 Eric Carle Mini beasts Growing Tall Fiction Stories with predictable and patterned language Recount Fact and Fiction Stories with familiar settings We enjoy reading the Eric Carle book The Very Hungry Caterpillar. It has patterned language and predictability that the children enjoy. We discuss the beginning/middle/end concept of the story and importance of writing in chronological order. The children attempt to recount the story in their own words. The children then think about their own food diaries and what they eat on certain days and certain times. This also links nicely with our maths topics on time/days of the week. They try to recount and write their own food diaries in the same patterned and predictable style of Eric Carle. We also start to introduce the concept of adjectives and verbs. The children enjoy food tasting the foods that the caterpillar eats and we discuss the different describing words and actions for each food and how we can use them in our own diary writing. Order and sequence the events of The Very Hungry Caterpillar the concept of chronological order Attempt to recount the story of The Very Hungry Caterpillar sounding out simple sentences or words. Attempt to write a recount of their own food diary in chronological order and in the same style as Eric Carle. Attempt to sound out and use an adjective and verb in their diary writing. Attempt plan (story journey) and write their own Tiny Seed stories using adjectives and verbs where appropriate. Recognise (sight and sound) and form the first 28 English sounds Recognise the vowel sounds in English Learn the alternatives for the vowel sounds in English Learn and spell the first 100 tricky and high frequency words in English Learn and use accurately y and magic e endings Attempt to recount the story of The Very Hungry Caterpillar orally Discuss their own food diaries with others Listen to others food diaries Discuss adjectives and verbs when food tasting Attempt to recount the story of The Tiny Seedorally Discuss their own Tiny Seed adventure to help with their story journey planning and then story writing 3

4 We then go on to enjoy similar stories with familiar settings The Tiny Seed (Eric Carle). We focus on the Tiny Seed (Eric Carle again) because it links in with our science topic (Life Cycles). The children make their own tiny seeds DT toys (characters) and they plan (based on Eric Carle s book) their own Tiny Seed adventure storyattempting to use adjectives and verbs learnt. First using a story journey to help them plan and then attempting to write from that plan. They will also visit a garden park to help inspire them to think about places that their tiny seed character could visit. During phonic lessons the children will be continuing revision of the first 28 English sounds. We will be moving onto vowel sounds and the alternatives for the vowel sounds (ai, ay, ey). We also start to learn and practise the first 100 tricky and High frequency words in English. We look at y endings and magic e. 4

5 4 Eric Carle Mini beasts Growing Tall Non Fiction Instructions Information Texts We enjoy the book Sam plants a Sunflower and the children then plant their own Sunflower seeds (linked to our science topic on Moving and Growing) We talk about the actions and the sequencing of events how we planted the seeds. We look at different instructional writing and discuss how it looks/words used/ pictures drawn/ captions and labels. We introduce the children to Time connectives when writing instructions (firstly, next etc). We also introduce the concept of bossy verbs put, insert, water etc. The children then attempt to write their own instructions on how to plant a sun flower seed. Attempt to draw and write instructions for planting a sunflower seed Attempt to use simple time connectives in their instruction writing Attempt to sound out bossy verbs in their instructional writing Discuss the process of planting a sunflower seed Discuss ideas for time connectives Discuss language for bossy verbs We then move onto the book Oliver s Vegetables. We talk and discuss the importance of being healthy and eating foods that are good for us. We look at different vegetables featured in the story and how they are individually good for us (e.g. a carrot: vitamins A C; minerals, good for sight etc). We talk about how we can tell other people about the importance of eating good foods. We look at a range of non fiction information texts on vegetables and fruits etc. We discuss the language used and the look of the texts. The children then create fruit/vegetable kebabs and write an information text about each fruit and vegetable they chose and why they are good for other people to eat in the style of a leaflet. Attempting to sound out words and sentences Using full stops and capital letters Draw diagrams Label their diagrams Present their writing in a new and different style of a leaflet Discuss the importance of health and nutrition Discuss ideas Listen to ideas 5

6 Writing Assessment The children (independently) draw and explain the life cycle of a butterfly. 5 Aliens and Space Fiction Traditional and fairy tales Fantasy worlds We enjoy the traditional tale of Goldilocks and the Three Bears we then read different variations of the book including the title Goldilocks and the Three Martians. We discuss the similarities between the texts they all follow the same pattern of events just the characters are different and changed. Linked to our Space topic the children will create their own three Martian aliens and they will be the Goldilocks character. They will write their own version of the traditional tale changing the characters and events in the story. They will use a story journey to help them plan. We will mostly be focusing on character building. Using adjectives and verbs and grammar to design and describe our alien characters. We will also discuss changing the setting and looking at what that is in a story. We then move onto our last book Aliens Love Underpants it has rhyming patterned words revision of rhyming words. At the end of the story an alien is left behind in a boy s roomwe discuss with the children what they would do if they had an alien come into school for the day what would they do with the alien? What would they teach it? They children make their own aliens (DT) write character profiles on them what their alien Attempt to plan a variation of the traditional tale of Goldilocks and the Three Bears Draw and design three new alien characters for their story Write descriptions about their alien characters using adjectives and verbs In some cases change the setting of the traditional story and describe it Attempt to design and create an alien character Attempt to write a character profile Attempt to write a setting profile Use adjectives and verbs, onomatopoeia Attempt to plan a simple story Discuss ideas for a story Listen to others ideas Use adjectives to describe characters and setting Orally plan a story/character/setting Discuss ideas for their alien character Follow instructions on how to make their character Discuss ideas for a planet setting of their alien character Orally plan a story and listen to others ideas 6

7 loves, write setting profiles about the planets they have come from. Finally planning a simple story about what they would do with their alien for the day. During phonic lessons the children will revise the first 28 sound in English. Revise the vowel sounds and their variations, y endings and magic e. They will learn split diagraphs and the next 100 tricky and high frequency words. Writing Assessment The children (independently) write their I had an alien for the day stories using their story plans to aid them 7

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