Literacy Overview – Term 3

Achievement By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language
Standard features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency
sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics,
syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of
one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make
connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language
features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They
create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety
of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling
patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and
sentences legibly using unjoined upper- and lower-case letters

Content  Understand that different types of texts have identifiable text structures and language features that help the text serve its
Descriptors purpose
 Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms
 Recognise that capital letters signal proper nouns and commas are used to separate items in lists (revision from last term)
 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices
of vocabulary to suit audience and purpose
 Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme
deletion and substitution in combination with use of letters in reading and writing
 Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words
including some compound words
 Build morphemic word families using knowledge of prefixes and suffixes
 Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not
predictable from their sounds
 Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters
when reading and writing words of one or more syllable
 Understand that a sound can be represented by various letter combinations
 Create events and characters using different media that develop key events and characters from literary texts
 Innovate on familiar texts by experimenting with character, setting or plot
 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions
 Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate
manner, speaking clearly and varying tone, volume and pace appropriately
  Rehearse and deliver short presentations on familiar and new topics
 Identify the audience of imaginative, informative and persuasive texts
 Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing
knowledge of context, language and visual features and print and multimodal text structures
 Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features
for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and
purpose
 Re-read and edit text for spelling, sentence-boundary punctuation and text structure
 Write legibly and with growing fluency using unjoined upper case and lower case letters

Week 1 Description, adjectives,

Week 2 Description, adjectives,
Week 3 Procedure, adverbs, synonyms
Overview Week 4 Procedure, adverbs, synonyms
Week 5 Procedure, adverbs, synonyms
Week 6 Information report, prefixes and suffixes
Week 7 Information report, prefixes and suffixes
Week 8 Information report, prefixes and suffixes
Week 9 Information report, prefixes and suffixes
Week 10 Information report, prefixes and suffixes
Vocabulary Tier 1 Tier 2 Tier 3
Fact Description Synonym
Describe Information Anytonym
Steps Procedure Prefix
Materials Sequence Suffix
Instruct Method Paragraph
Numeral Judgement Macro
Command Micro

Differentiation Support Extend

 SSO support as required  Collaborative learning opportunities
 Collaborative learning opportunities  Acting as team leaders and coaches to put their
 Extra scaffolding learning into the context of explaining it to another
 Tiered tasks – tasks that provide students with more information student
or more structure  Deeper level of questioning
  Modified activities  Minimal scaffolding
 Various forms of assessment 
 Small group work with teacher
 Visual prompts
 Use of word books
Pedagogy and  Multiple exposures
explicit teaching  Modelling
strategies  Questioning
 Clear learning intentions and success criteria to be constantly referred to throughout lesson so that students know where
they are going and how to get there.
 Timely and relevant verbal and written feedback to ensure students understand where they are at and what their next
steps are
 Use of worked examples to demonstrate success to students
 Joint construction of writing
 Explicit teaching to introduce new concepts and revisit prior learning
 Goal setting – teacher and student to collaborate on writing weekly writing goals
 Structure of lessons to follow an I do, We do, You do approach
 Self-assessment of writing samples
 Relevant and engaging visual prompts (including our weekly Big Write prompts)

Guided Reading Rotations

Monday Tuesday Wednesday Thursday Friday
Work with teacher Ziptales VCOP game Quick Write
Quick Write Work with teacher Ziptales VCOP game
VCOP game Quick Write Work with teacher Ziptales
Work with SSO Work with SSO Quick Write Work with teacher
Intervention/Ziptales Intervention/Ziptales Work with SSO Work with SSO Work with teacher

Structure of  Learning intentions (1 min)

GR session  Book orientation (1 min)
(20 minutes)  Reading, comprehension and feedback (10 minutes)
 Sight words/phonics practice (3 minutes)
 Partner reading (4 minutes)
 Reflect on learning intentions (1 min)
Students Recommendations from Running Record
observations at last data collection
 Groups Lvl 28 +  Destiny (28) Fluency and comprehension of words at a higher
vocabulary level
 Jamal (30) Fluency
 Kasey (30) Fluency
Lvl 24 - 27  Charlee (24) Fluency, work on meaning and structural strategies
 Harley (24) Work on meaning and structural strategies
 Janiquea (24) Fluency, comprehension of inferential questions
 Summer (23) Fluency, decoding strategies
Lvl – 20 - 23  Hun’nee-Roze (20) Fluency
Lvl – 10 - 20  Tyzailin (13) Work on meaning and structural strategies, decoding
strategies
 Opheilia (15) Fluency
 Jayden (17) Fluency, decoding strategies
 Prem (10) Fluency, using meaning and structural strategies
Lvl – below  Jade (5) Moved school Using visual and structural strategies
10  Jacob (3) Continue working on visual strategies and introducing to
meaning and structural strategies to support decoding
 Jaquade (1) Decoding strategies, letter and sound recognition

Week 1 - Description
Learning To understand the purpose and features of description texts
Intention
Success  I can identify the purpose of a description
Criteria  I can identify the audience of this text type
 I can list the elements of the description bubble
 I can describe the structure of a description
Text Type

 I can sequence the elements of a description

 I can compose a macro sentence
 I can compose a description with use of adjectives and noun groups
Writing  Pre-test of description text
(examples  Writing descriptive sentences – guess who – each team given a component of the description bubble to practice writing
of tasks) sentences that describe in this way
 Go through examples of description text – ‘My Dad’ – discuss success criteria, purpose of text, intended audience etc.
 Students to write a description of a family member as per the structure of the ‘My Dad’ example.
Assessment  Observation
  Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
 Pre testing of description at beginning of week
Big Write Prompt Focus
 Macro sentence
 At least 5 descriptive sentences
 Noun groups

Daily reading  Chapter 1 and 2

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 3 Here, hidden and Fluency sentences at
Digraphs Syllables Set 30 head questions different levels – focus
Trigraphs Segmenting Set 40 done as part of daily on punctuation
Blends reading
First sounds
Guided Reading
- Description  Fluency  Fluency  Fluency  Decoding –  Decoding – eagle
text for purple  Expression  Expression  Expression eagle eye eye
and green  Visualising  Visualising  Visualising  Phonological  Phonological
groups  Adjectives  Adjectives  Adjectives awareness – awareness –
- Decodable segmenting and segmenting and
text for blue, blending blending
orange and
yellow groups
GR rotational Quick Write VCOP Ziptales
groups Describe it! (Zootopia movie scene) Connective caterpillar Ziptales on iPads
 Phonics focus Ck sound and soft C rule

Week 2
Learning To understand the purpose and features of description texts
Intention
Success  I can compose an action statement at the end of my writing
Criteria  I can compose a judgmental statement in my writing
 I can compose a simile or metaphor
Writing  In groups, students are given objects to describe with each team member being responsible for an element of description
Text Type

(examples (colour, size, shape, texture, number)

of tasks)  Students choose a character from our class novel (Fantastic Mr Fox) – students write a description about that character with
explicit use of the noun-pronoun pattern
 Joint construction of descriptions – students to individually come up with a judgmental statement
Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
 Post-test of description
Big Write Prompt Focus
  Full text as per Stephen Graham Success
Criteria

Daily reading  Chapter 3 and 4

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 4 Here, hidden and Fluency sentences at
Digraphs Syllables Set 31 head questions different levels –
Trigraphs Segmenting Set 41 done as part of focus on punctuation
Blends daily reading
Last sounds
Guided Reading
- Description  Fluency  Fluency  Fluency  Decoding  Decoding strategy
text for purple  Expression  Expression  Expression strategy – – stretchy snake
and green  Visualising  Visualising  Visualising stretchy snake  Phonological
groups  Adjectives  Adjectives  Adjectives  Phonological awareness –
- Decodable awareness – segmenting and
text for blue, sound blending
orange and manipulation
yellow groups
GR rotational Quick Write VCOP Ziptales
groups Describe it! (Up movie scene) Connective Caterpillar Ziptales on iPads
 Phonics focus er and ir

Week 3 - procedure
Learning To understand the purpose and features of the materials list in a procedural text
Intention
Success  I can identify the purpose of a procedure
Criteria  I can identify the components of a procedure
 I can describe what must be included in a procedure
 I can compose a materials list
 I can compose an ingredients list
 I can compose simple, sequential, numbered steps
Writing  Pre-test of procedure writing for data collection
(examples  Look at example procedure – discuss the importance of each component – what do you notice? How is this different from
of tasks) the other text types we have learnt?
 Students to look at ‘tropical fingers’ procedure – what do you notice about the ingredients? Why is it important to list
Text Type

amounts?
 Students to piece together a cut apart procedure (tropical fingers) and discuss the importance of sequence in a procedure
 Students to write their own procedure for creating pizza fingers with the inclusion of specific ingredients and amounts,
materials and a well sequenced method.
Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
 Pre testing of procedure at beginning of week
 Big Write Prompt Focus
 Title
 Materials list

Daily reading  Chapter 5 and 6

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 5 Here, hidden and Fluency sentences at
Digraphs Sound deletion Set 32 head questions different levels – focus
Trigraphs Set 42 done as part of on punctuation
Blends daily reading
Middle sounds
Guided Reading
- Procedural  Fluency  Fluency  Fluency  Decoding  Decoding strategy
text for purple  Expression  Expression  Expression strategy – – chunky monkey
and green  Inferring  Inferring  Inferring chunky monkey  Phonological
groups  Adjectives  Adjectives  Adjectives  Phonological awareness –
- Decodable awareness – segmenting and
text for blue, sound blending
orange and manipulation
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Connective Caterpillar Ziptales on iPads
List as many ingredients for an omlette
Phonics focus or and al, au, aw
 Week 4 - procedure
Learning To understand the purpose and features of the method in a procedural text
Intention
Success  I can use a commanding verb at the beginning of each step
Criteria  I can use adverbs to enhance description
 I can include WOW words
 I can include a picture or diagram for each step
Writing  Give students instruction sentences in groups – have them generate a commanding verb to begin that sentence – how
(examples many different words could we use?
of tasks)  Students to generate a list of commanding verbs that could be used for a given sentence in groups – how could we uplevel
these words? What are synonyms for this word?
 Students to generate a list of adverbs that could be used for a given sentence in groups – how could we uplevel these
words?
 Students to re-write their pizza procedure ensuring the use of commanding verbs and adverbs
 Students to write a procedure for how to make a chosen food in groups - students to mark their work against the success
criteria – what are we missing?
Assessment  Observation
Text Type

 Work samples (writing samples collected)

 Weekly Big Write
 Self-assessment using success criteria
Big Write Prompt Focus
 Materials
 Method
 Commanding verbs

Daily reading  Chapter 6 and 7

 Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 6 Here, hidden and Fluency sentences at
Digraphs Sound deletion Set 33 head questions different levels – focus
Trigraphs Set 43 done as part of on punctuation
Blends daily reading
First sounds
Guided Reading
- Procedural  Fluency  Fluency  Fluency  Decoding  Decoding strategy
text for  Expression  Expression  Expression strategy – tryin’ – tryin’ lion
purple, green  Materials  Materials  Materials lion  Phonological
and blue  Phonological awareness –
groups awareness – segmenting and
- Decodable sound blending
text for manipulation
orange and
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Connective Caterpillar Ziptales on iPads
List as many ingredients as you can think of to make the
biggest sandwich ever! (include amounts)

Phonics focus ee and ea

ey saying ee

Week 5 - procedure
Learning To understand the purpose and features of a procedural text
Intention
Success  I can compose a detailed ingredients and materials list
Criteria  I can compose a detailed, numbered and sequential method
Text Type

 I can include adverbs to enhance description

 I can begin each instruction with a commanding verb
 I can edit my own work based on the success criteria
Writing  Students to write a procedure for how to play a specific game (could be one of our brain breaks etc.)
(examples  Students to edit their draft based on the success criteria and produce a final copy
of tasks)  Students to create a book on book-creator to publish their procedure
Assessment  Observation
 Work samples (writing samples collected)
  Weekly Big Write
 Self-assessment using success criteria
 Post-testing of procedure at end of week
Big Write Prompt Focus
 Full text as per Stephen Graham Success
Criteria

Daily reading  Chapter 8 and 9

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 7 Here, hidden and Fluency sentences at
Digraphs Sound addition Set 34 head questions different levels – focus
Trigraphs Set 44 done as part of on punctuation
Blends daily reading
Last sounds
Guided Reading
- Procedural  Fluency  Fluency  Fluency  Decoding  Decoding strategy
text for  Expression  Expression  Expression strategy – tryin’ – tryin’ lion
purple, green  Method  Method  Method lion  Phonological
and blue  Adverbs  Adverbs  Adverbs  Phonological awareness –
groups awareness – segmenting and
- Decodable sound blending
text for manipulation
orange and
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Synonym webs Ziptales on iPads
 List as many steps as you can think of that would be
included in a procedure for how to play
netball/basketball etc.
Phonics focus ch and sh
ch saying sh

Week 6 – information reports

Learning To understand the purpose and features of an introduction in an information report
Intention
Success  I can identify the purpose of an information report
Criteria  I can identify the structure of an information report
 I can identify paragraphs in writing
 I can compose a macro sentence
 I can describe and organise my micro groups
Writing  Pre-test of information reports
(examples  Students to view an information report and discuss what elements they notice – introduce to new success criteria
of tasks)  In groups – students are given a cut-up information report – students piece it together in correct sequence and label each
part.
 Give the class a topic – assign each group to a part of the information report (macro sentence, each micro group) – piece
together as a class book and mark against success criteria – what were we missing? Where could we put that in?
Text Type

 Students choose an animal from the sheets provided – students write a macro sentence for their animal then research and
record different facts for the given micro groups on the sheet (teachstarter resource)

Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
 Pre testing of information reports at beginning of week
 Big Write Prompt (based on information video) Focus
 Title
 Defines topic
 Macro sentence

Daily reading  Chapter 10 and 11

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 8 Here, hidden and Fluency sentences at
Digraphs Sound addition Set 35 head questions different levels –
Trigraphs Set 45 done as part of focus on punctuation
Blends daily reading
Middle sounds
Guided Reading
- Procedural  Fluency  Fluency  Fluency  Decoding  Decoding
text for  Expression  Expression  Expression strategy – strategy – skippy
purple, green  Making connections  Making  Making skippy frog frog
and blue  Macro group connections connections  Phonological
groups  Macro group  Macro awareness – TBA
- Decodable group based on week 5
text for data
orange and
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Synonym webs Ziptales on iPads
List as many different facts as you can about
____________________
Phonics focus g and soft g

Week 7 – information reports

 Learning To understand the purpose and features of the micro groups in an information report
Intention
Success  I can compose a macro sentence
Criteria  I can compose micro groups
 I can generate noun groups to enhance description
 I can use WOW words
Writing  Joint construction of information report as a class – students to input adjectives and adverbs to enhance noun groups
(examples  Students to draft, edit and publish an information report about a chosen famous person.
of tasks)
Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
Text Type

 Self-assessment using success criteria

Big Write Prompt (based on information video) Focus
 Micro groups
 Paragraphing
 Description – adjective use

Daily reading  Chapter 12 and 13

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 9 Here, hidden and Fluency sentences at
Digraphs Sound substitution Set 36 head questions different levels –
Trigraphs Set 46 done as part of focus on punctuation
Blends daily reading
Isolating various sounds
Guided Reading
- Information  Fluency  Fluency  Fluency  Decoding  Decoding strategy
report text for  Expression  Expression  Expression strategy – TBA – TBA based on
purple, green
 and blue  Questioning  Questioning  Questioning based on assessment of
groups  Micro groups  Micro groups  Micro groups assessment of known strategies
- Decodable known  Phonological
text for strategies awareness – TBA
orange and based on week 5
yellow groups data

GR rotational Quick Write VCOP Ziptales

groups List it! Synonym webs Ziptales on iPads
List as many different facts as you can about
____________________
Phonics focus a saying ai and o saying oa

Week 8 – information reports

Learning To understand the purpose and features of the micro groups in an information report
Intention
Success  I can compose a macro sentence
Criteria  I can compose micro groups
 I can compose a conclusion
 I can generate noun groups to enhance description
 I can use WOW words
Writing  Students to add a conclusion to their information report from last week
(examples  Students to research, draft, edit, publish an information report about a chosen country
of tasks)
Text Type

Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
 Pre testing of description at beginning of week
 Big Write Prompt (based on information video) Focus
 Micro groups
 Paragraphing
 Description – adjective use

Daily reading  Chapter 14 and 15

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics with new sound Tracking Set 10 Here, hidden and Fluency sentences at
Digraphs Sound substitution Set 37 head questions different levels – focus
Trigraphs Set 47 done as part of on punctuation
Blends daily reading
Isolating various sounds
Guided Reading
- Information  Fluency  Fluency  Fluency  Decoding  Decoding strategy
report text for  Expression  Expression  Expression strategy – TBA – TBA based on
purple, green  Questioning  Questioning  Questioning based on assessment of
and blue  Micro groups  Micro groups  Micro groups assessment of known strategies
groups known  Phonological
- Decodable strategies awareness – TBA
text for based on week 5
orange and data
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Connective Caterpillar Ziptales on iPads
List as many different facts as you can about
____________________
 Phonics focus I saying ie and e saying ee

Week 9 – information reports

Learning To understand the purpose and features of an information report
Intention
Success  I can compose a macro sentence
Criteria  I can compose micro groups
 I can compose a conclusion
 I can generate noun groups to enhance description
 I can use WOW words
 I can edit my own work
Writing  Students to pull an information report topic out of a hat – students to research, draft, edit and publish their report
(examples  Students to present their reports to the class
of tasks)
Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
Text Type

 Self-assessment using success criteria

 Pre testing of description at beginning of week
Big Write Prompt (based on information video) Focus
 Full text as per Stephen Graham Success
Criteria

Daily reading  Chapter 16 and 17

Warm-up Recognition Manipulation Sight Words Comprehension Fluency
 Phonics with new sound Tracking Set 11 Here, hidden and Fluency sentences at
Digraphs Sound substitution Set 38 head questions different levels – focus
Trigraphs Set 48 done as part of on punctuation
Blends daily reading
Isolating various sounds
Guided Reading
- Information  Fluency  Fluency  Fluency  Decoding  Decoding strategy
report text for  Expression  Expression  Expression strategy – TBA – TBA based on
purple, green  Summarising  Summarising  Summarising based on assessment of
and blue  Text structure  Text structure  Text structure assessment of known strategies
groups known  Phonological
- Decodable strategies awareness – TBA
text for based on week 5
orange and data
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Connective Caterpillar Ziptales on iPads
List as many different facts as you can about
____________________
Phonics focus oo and ew

Week 10 – information reports

Learning To understand the purpose and features of an information report
Intention
Success  I can compose a macro sentence
Criteria  I can compose micro groups
 I can compose a conclusion
 I can generate noun groups to enhance description
Text Type

 I can use WOW words

 I can edit my own work
Writing  Students to pull an information report topic out of a hat – students to research, draft, edit and publish their report
(examples  Students to present their reports to the class
of tasks)
Assessment  Observation
 Work samples (writing samples collected)
 Weekly Big Write
 Self-assessment using success criteria
  Pre testing of description at beginning of week
Big Write Prompt Focus
TBA  Full text as per Stephen Graham Success Criteria
Daily reading  Watch film of fantastic Mr Fox – how was this different from the text? Do film review.
Warm-up Recognition Manipulation Sight Words Comprehension Fluency
Phonics Tracking Set 12 Here, hidden and Fluency sentences at
Digraphs Sound substitution Set 39 head questions different levels – focus
Trigraphs Set 49 done as part of on punctuation
Blends daily reading
Isolating various sounds
Guided Reading
- Information  Fluency  Fluency  Fluency  Decoding  Decoding strategy
report text for  Expression  Expression  Expression strategy – TBA – TBA based on
purple, green  Summarising  Summarising  Summarising based on assessment of
and blue  Text structure  Text structure  Text structure assessment of known strategies
groups known  Phonological
- Decodable strategies awareness – TBA
text for based on week 5
orange and data
yellow groups
GR rotational Quick Write VCOP Ziptales
groups List it! Connective Caterpillar Ziptales on iPads
List as many different facts as you can about
____________________
Phonics focus Alternative sounds – revision