Throckley
Whole School Shared Texts
Autumn Spring Summer
Value Learning Respect Teamwork Caring Pride Success
Counting on Katherine by Helaine Becker
One Little Bird by Sheryl Webster
Under the Same Sky by Britta Teckentrup
The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers
Primary School Year 1 English Curriculum Overview
Content Covered Grammar Coverage New content: Y1: Letter, capital letter word, singular, plural, sentence punctuation, full stop, question mark, exclamation mark.
Throckley Primary School
Year 1 English Curriculum Overview
Vocab to be introduced and repeated
Adjective, alliteration, chapter, descriptive, diary, digraph, evidence, expression, fiction, grapheme, heading, non-fiction, noun, phoneme, phonics, poetry, punctuation, question, question mark, simple sentence, split digraph, verb.
Vocabulary, Punctuation and Grammar Objectives
• Leave spaces between words.
• Join words and clauses using ‘and’.
• Begin to punctuate sentences using capital letters and a full stop, exclamation mark or question mark.
• Use capital letters for the names of people, places, days of the week and the personal pronoun ‘I’.
• Use grammatical terminology when discussing their writing.
Composition
The Writing Process
Plan:
• Say out loud what they are going to write.
• Compose a sentence orally before writing it.
Draft:
• Sequence sentences to form short narratives.
Evaluate:
• Re-read what they have written to check that it makes sense.
• Discuss what they have written with the teacher or other pupils.
• Read aloud their writing clearly enough to be heard by their peers and the teacher.
Throckley Primary School Year 1 English Curriculum Overview
Spelling
Using the Read Write Inc scheme, class teachers will deliver daily phonics sessions through this synthetic approach to ensure early success in reading, writing and spelling.
• Spell words containing each of the 40+ phonemes already taught.
• Spell common exception words.
• Spell the days of the week.
• Naming the letters of the alphabet in order.
• Using letter names to distinguish between alternative spellings of the same sound.
• Using the spelling rule for adding s or es as the plural marker for nouns and the third person singular marker for verbs.
• Using the prefix un-
• Using –ing, -ed, -er, -est where no change is needed in the spelling of the root words.
• Apply simple spelling rules (English Appendix 1)
• Write from memory, sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Handwriting and Presentation
In order to ensure pupils develop their handwriting and have pride in their work, regular, pacey handwriting sessions will be taught weekly by class teachers following the scheme PenPals. Alongside these sessions, class teachers will continue uphold high expectations for presentation in all work books and provide additional interventions if or when needed.
• Sit correctly at a table, holding a pencil comfortably and correctly.
• Begin to form lower case letters in the correct direction, starting and finishing in the right place.
• Form capital letters.
• Form digits 0-9.
• Understand which letters belong to which handwriting ‘families’ and to practise these.
Throughout the year, class teachers will plan, teach and assess in line with the objectives and vocabulary outlined above. Working alongside Jane Considine’s The Write Stuff approach, children will discover a range of exciting, purposefully selected texts (please see Year 1’s Reading Library below) to help support and develop their reading, spelling, handwriting and writing skills in order to become confident within their year group’s curriculum and instil a love and passion for the world of English.
For more information on how English is taught and delivered at Throckley Primary School, please see the document: English- Intent, Implement, Impact.
Week 1
Week 2
Year 1’s Writing Long Term Plan
Purposes studied: To entertain and to inform
Throckley Primary School
Year 1 English Curriculum Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Classics Study: Treasure Island
Writing Outcome: To writing caption words/simple sentences to match pictures.
Week 3 Froggy Day by Heather Pindar
Week 4
Writing Outcome: To write a simple report about the weather.
SAL outcome: deliver a weather report
The Train Ride – June Grebbin
Writing Outcome: Story: To write simple sentences using the same characters but a different plot.
Link to history trains.
Zeraffa Giraffa- Dianne Hofmeyr
Writing outcome:
To write a character description.
Links to geography – the wider world.
A Way Back HomeOliver Jeffers
Writing outcome: Science fiction narrative: To write a continuation of the plot.
Links to history –explorers.
Bold Women in Black History – Mae Jemison Write Stuff Unit
Writing Outcome: To write a biography
Week 5
Link to geography and science weather and seasons.
Week 6
Week 7
Week 8
Fiction Non-fiction Poetry
Pick a Pine Tree! Patricia Toht
Writing outcome: Write a simple description of a decorated Christmas tree.
Spring is here
Writing Outcome (Calligram poem): To rewrite a poem by replacing key rhyming words.
https://lessonsfromhome.co/15 delightful spring poems for children/#Spring_Poems_that_Rhyme
SAL outcome: To learn and recite a poem.
Links to history –explorers.
The Queen's KnickersSteve Antony
Writing outcome: Adventure narrative: To write an alternative version of the story.
Links to history –the monarchy.
The Last Tree: Emily Haworth-Booth
Writing Outcome: Rewrite story in own words.
Links to science –plants.
How to Help a Hedgehog and Protect a Polar Bear: Jess French ANIMALS
Writing Outcome: To write a fact file.
SAL outcome: To inform peers how to protect native animals
Links to geography –the wider world and climate.
Links to science –animals.
Animal Poems for children (Scholastic) various authors
Writing Outcome:
To write a shape poem about an animal of their choice.
Links to science –animals.
Throckley Primary School Year 1 English Curriculum Overview
Reading
Reading will remain a priority throughout the year, with a particular focus on instilling a love of books. Class teachers will regularly teach the below objectives through reading lessons, book talk discussions, English lessons, cross curricular opportunities, and home time reading.
Word Reading
• Apply phonic knowledge and skills as the route to decode words.
• Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Read common exception words
• Read words containing taught GPCs and –s, -es, -ing, -ed, -er and -est endings
• Read words of more than one syllable that contain taught GPCs
• Read words with contractions
• Read aloud accurately books that are consistent with their phonic knowledge.
• Re-read these books to build up their fluency and confidence in word reading.
Comprehension
• Listen to and discussing a wide range of poems, stories and non fiction at a level beyond that at which they can read independently.
• Be encouraged to link what they read or hear read to their own personal experiences.
• Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
• Recognise and joining in with predictable phrases.
• Learn to appreciate rhymes and poems, and to recite some by heart.
• Discuss word meanings, linking new meanings to those already known.
• Draw on what they already know or on background information and vocabulary provided by the reader.
• Check that the text makes sense to them as they read and correct inaccurate reading.
• Discuss the significance of the title and events.
• Make inferences on the basis of what is being said and done.
• Predict what might happen on the basis of what has been said so far.
• Participate in discussions about what is read to them, taking turns and listening to what others say.
• Explain clearly their understanding of what is read to them.
