Taken from our Year 1 Literacy Resources File Includes lesson plans and differentiated resources 1- The Enormous Turnip LO: Listen to the story on tape and recall the events in order. • Understand about traditional stories and the oral tradition. • Contribute to dramatisation of the story 2- The Enormous Turnip LO:To be able to distinguish similarities and differences in different versions of the story. • To be able to suggest phrases and sentences to retell the story 3 The Anansi stories LO: To discuss the appearance, behaviour, characteristics and goals of characters. • To take part in acting scenes from the story in character, using expression and a clear voice 4 Anansi and boastful bullfrog LO: To be able to discuss the appearance, behaviour, characteristics and goals of a character. • To be able to write two or more sentences about Anansi 5 The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. 6 The Gingerbread Man – audio version LO: To discuss different versions of the same story. • To discuss differences between audio and written versions of a story. 7 The Gingerbread Man – the play LO: To recognise differences between playscripts and story texts and the reasons for them. • To read a playscript with appropriate expression 8 The Gingerbread Man – my story • To be able to plan a story. • To be able to write some sentences independently, using story language and phonic strategies This Unit covers ‘Traditional and fairy stories’. Before you start the lessons below, it is suggested you take 15–30 minutes each day for four or five days to read other traditional stories, including some from different cultures, to enrich the children’s experience of the genre. You could conclude these stories by asking some of the following questions: Who was the story about? Where did it take place? How did it start? What happened in the middle of the story? How did it end? What do you think the most important event was? You should also set out a display of appropriate books and tapes that the children may look at, listen to, read to themselves or borrow to share at home. Leave a review

Get the full unit on TES https://www.tes.com/teaching-resource/year-1-literacy-english-traditional-and-fairy-tales-unit-12322085 Taken from our Year 1 Literacy Resource File Includes lesson plan and all resources (including differentiated resources) as well as the story The Gingerbread Man LO: To be able to read with support and join in key phrases appropriately. • To be able to identify the main events in the story and put them in chronological order. Learning Outcomes: To have more secure knowledge of the characteristics of the genre. • Better ability to identify key incidents in the story and sequence them correctly. Leave a review

Taken from our Year 2 Literacy Resource File Lessons include 1 The Boy Who Cried Wolf • To listen and respond to the story, considering whether the action is funny or serious. • To consider story themes and morals. • To write simple and compound sentences in relation to reason 2 Predicting the ending • To read with fluency, drawing on word recognition. • To predict the story ending. 3 Role-playing the villagers • To read with fluency, drawing on word recognition. • To predict the story ending/next incident. • To present parts of stories using drama 4 The boy’s perspective • To use drama to prepare for writing. • To identify characters. • To write an ending of the story. 5 The Three Billy Goats Gruff • To consider story themes and morals. • To empathise with characters. • To write simple and compound sentences 6 Role-playing the Three Billy Goats Gruff • To prepare and retell stories. • To present the story through drama. 7–8 Retelling the story • To retell stories using pictures as prompts. • To write using simple and compound sentences, and direct speech. This unit covers four weeks and focuses on traditional stories. The unit has two alternative outcomes. Children read and compare traditional stories and then work towards their own written version of a traditional narrative. They could also create a digital text combining words, images and sounds using presentation software Leave a review

5 lessons with resources This non-fiction unit focuses on reading, writing, and giving oral instructions. There is emphasis on creating concise, precise instructions and on using the imperative form of verbs. This unit has close links to Fiction Unit 5 and uses the text and characters from Treasure Island as the basis for the lessons. 1 Long John Silver says… • To be able to follow instructions and to understand that instructions must be clear and precise. It is imperative that you Understand… • To define and use imperative verbs 3.Battleships• To write clear instructions and to recognise imperative verbs Buried treasure • To write clear instructions. 5 Treasure Island • To gather information and write clear instructions. • To write extended instructions. Leave a review

6 lessons includes plans and resources The children will be encouraged to use reading journals to record their thoughts, predictions, questions and notes. To widen their experience they will be given opportunities to read extracts aloud and to watch excerpts from television or film adaptations. They will explore the relationships between characters and the language and techniques used to present these relationships and develop the plot. The children will work in pairs or groups, as well as a whole class and will discuss the techniques they use to help them understand the text, such as prediction, empathy and visualisation, using a story mountain. Finally, they will be supported in writing in the style of the author to rewrite a chapter or write a new one. These lessons use Treasure Island by Robert Louis Stevenson (1850-94) as the focus text. It will be helpful to have begun reading it as a class before starting this unit and to have finished it before the third lesson. This will enable children to delve more deeply into the plot, characterisation, language and structure. 1 Treasure!• To use technical vocabulary to talk about pirates Notes on ‘the old sea dog’ • To draw picture notes of the main parts of the story 3.Long John Silver • To study dialogue between main characters to recognise how character can affect their behaviour. The book versus the film• To compare film and print versions of the same scene 5 Mapping the story • To outline key events in a story’s structure A missing chapter • To continue a story in the style of the author Leave a review

The Three Billy Goats Gruff- one lesson with resources (includes text) WALT • Say what we think about why characters in stories do the things they do. • Understand the characters’ feelings. • Use adjectives which describe feelings. Activity: • Shared reading of the text. • Pairs of children respond to the story: Was it right to trick the troll? How did the troll feel? • Take feedback and scribe and categorise responses. • List troll’s feelings and make a list of feeling adjectives. • To develop oral skills. • To write lists with adjectives. Leave a review

Taken from our Year 2 Literacy Resource file. The unit, Instructions, builds on work done in Year 1 and has three phases, with oral and written outcomes and assessment opportunities at regular intervals. The focus is on following and giving instructions. Children begin with an oral phase, followed by a recognising, reading and following phase, and finally progressing to the written production phase. Within this context, children begin to explore the key structural features of instructions and learn to select the appropriate register and style necessary for instructions. This unit uses many curriculum areas in order to give children as much variety as possible in the instructions they read, follow and compose. Lesson 1 Listen and move • To be able to listen to and follow oral instructions. • To recognise an instruction because of its language style. • To be able to give oral instructions telling someone how to move Photo tableaux • To listen to, follow and give oral instructions explaining how to position one’s body. • To be able to look at a photo of a person and work out how to make another person recreate the same pose. 3 Let’s make a smoothie! • To follow instructions successfully to make a smoothie. • To identify the structure of an instructional text – in this case, a recipe. • To read and match instructions with pictures. 4 Mum’s birthday cake • To consolidate the text structure. • To practise reading and understanding a text which describes a process 5 Writing instructions for making things with paper • Recognise adjectives and nouns. • Be able to write numbered instructions. • Be able to extract a set of instructions from a report text. 6 Instructional texts • To recognise instructional texts from the language, topic and layout. • To complete a chart with information about an instructional text 7 How do I get there? • To use directions as a form of instruction. • To write and follow directions. 8 Looking at language • To use directions in order to focus on written presentation, specifically spelling, collocations and punctuation. Leave a review

Get the full unit via our website: https://www.tes.com/teaching-resource/year-2-english-literacy-explanation-5-lesson-unit-life-cycles-12330576 Includes Lesson plan and Worksheets WALT • Read and follow a text about the life cycle of a plant. • Know what a glossary is. This long lesson links to the topic of plants and how they grow by introducing the children to a variety of seeds. It may be preferable to spread the lesson over two sessions, using the Glossary activities on the second day. Children will complete an investigative study, which will form the basis upon which they will learn how to read and compose explanatory texts. Leave a review

Get the full unit: https://www.tes.com/teaching-resource/year-2-english-literacy-information-texts-unit-skimming-and-scanning-12330609 This lesson focuses on the features or signposts of information texts. It will lead the children to use the skill of skim-reading to help them to evaluate the usefulness of information texts and to speed up their investigative reading. The more fun the children have within this lesson, the easier they will find it to use and appreciate the skill they are learning. Depending on the class dynamic, this lesson could be made into one big competition with time limits and/or point systems for each activity. WALT • Spot and talk about different parts of information texts, so we can use them to help us find specific information. • Make up questions about a topic and learn to skim read, so we can find out the general idea of the text. Leave a review

Taken from Year 2 Literacy Resource File This unit is closely linked to the curriculum areas of natural science, geography and history. The children begin by learning and practising skimming, scanning and gist-reading skills using a variety of texts. They then focus on a main topic (the life of a famous person) and practise close reading and note-taking. This leads them on to posing questions about the life and times of the person: in this case, Pocahontas. They then carry out the necessary research to answer their questions and, finally, compose a collaborative information text on the topic. This text is divided into chapters with sub-headings, and also incorporates images. The children will build on work in Unit 2 by producing a glossary to go with their information text 1 A review of information texts • To review and assess prior knowledge of information texts. • To talk about what information a specific text contains 2 Skimming• To focus on the form and organisational features of information texts. • To use skim-reading to read for gist and to evaluate the usefulness of a text. • To review question forms. • To identify and describe the uses of different parts of an information text. 3 Scanning• To develop scanning skills when reading non-fiction information texts. • To find key words in a text. • To match subheadings to sections of a text. 4 Pocahontas • To research and write an information text based on an historical topic. • To practise notetaking and close reading of a text. • To navigate an online text. • To use an online glossary. • To use notes to answer questions about the text. • To understand a text about a famous person. 5 Selecting information • To research a specific topic area and collate information in order to collaboratively compose an information text. • To pose questions. • To record the information using an appropriate method 6 Writing an information text • To use research in order to put together an information text. • To maintain purpose, narrative tense and information text features in composition. • To use images to aid written text. Leave a review