Learning Objectives
TLW = Text level work, SLW = Sentence level work, WLW = Word level work (
National Literacy Strategy - Year 2 Term 2)
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| M | Introduce the book, title (focus on ... ellipsis) and author. Discuss possible content. Remind children of the differences between an electronic book and other books. Read through story, responding to questions. Refrain from clicking on question marks. (TLW 1, TLW 2) | Introduce the high frequency words found in the text. Through differentiated questioning identify; initial, medial and final phonemes and blends. Use knowledge to build and read words. (Click here for high frequency words) (WLW 1, WLW 2, WLW 5 and WLW6) | A Guided reading - identify the high frequency words introduced in word level work. (WLW 1, WLW 2, WLW 5 and WLW6) | B Guided reading. | C High frequency words - use word cards to read word and underline in extract of text from big book. | D Handwriting - focus on four basic joins. | E High frequency words - with support read through word cards and include in oral sentences. Adult to scribe or record sentences. | To share high frequency word sentences.(Group E) |
| Tu | Reread book, click on question marks and discuss answers. (TLW 1 and TLW 2) | Reinforce high frequency words. Ask children to read wordcards, identify and highlight in big book text. (Click here for big book text)(WLW 1, WLW 2, WLW 5 and WLW6) | C Guided reading. | D Guided reading. | A High frequency words | B Handwriting | E Handwriting |
Read extract of text identifying high frequency words.(Group D) |
| W | Read through text focussing on underlined topic words. Discuss possible meaning and then click to share definition.(SLW 1, TLW 1, TLW 2) | Using the text as a focus ask children to build a topic word bank. Children and teacher as scribe to record words on board and read through. Use topic word cards to support activity. (Click here for topic word cards.)(WLW 10) | E Guided reading. | A Guided writing - writing an acrostic poem - differentiate activity by providing a structure, substituting words or writing sentences. (TLW 12) | B High frequency words | C Handwriting | D High frequency words | Share practiced joins through skywriting.(Group C) |
| Th | Use acrostic poem, (Click here for example,) read poem and discuss structure and vocabulary. (TLW 12) | Use topic word bank created by the children to form structure and develop an acrostic poem. (TLW12) | B Guided writing. | C Guided writing. | D Words pairs - use resource sheet or on screen activity to reinforce understanding. (Click here for resource sheets.) | E Word pairs | A Handwriting | Share acrostic poems.(Group B) |
| F | Read pages 5,6 and 7,8. Ask the children to identify words which sound the same but are spelt differently eg. here and hear and too and to. (WLW 4.) |
Print out and enlarge to A3 lists of words which sound the same but are spelt differently. Ask children to identify pairs of words and join with a line. (Click here for resource sheet.) (WLW 4.) |
D Guided writing. | E Guided writing. | A Words pairs | B Word pairs | C Word pairs | Share word pairs.(Group A) |
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