Copyoft 3 Englishwk 1

Year 2 English Program - Term 2 2016
Week
Outcomes
Unit
Descriptio
n
ENe-1A
ENe-2A
ENe-3A
Independe
nt Reading
Modelled
Reading
Speaking &
Listening
ENe-4A
ENe-5A
ENe-6B
ENe-7B
ENe-8B
ENe-9B
ENe-10C
10
11
ENe-11D
ENe-12E
This unit of work continues our focus on Poetry. Students will learn about the language features involved in this type of text along
with the unique structural features and grammatical features of poems. Students will read and write poems.
MONDAY
Paired
Reading
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning Intention: Begins to develop fluency and understanding by revisiting familiar texts. Students read their home reader to a partner and
then change their home readers.
Learning Intention: Begins to develop fluency and understanding on unseen texts. Students read their new home reader independently.
Introduce children
to the idea of
persuasive texts.
Ask students if they
can think of some
examples of a
persuasive texts.
Show children the
visual stimulus All
Children should
have to Play
Sport
View as a class
With a partner
students discuss Do
you agree or disagree
with this topic or can
you see both sides of
the issue?
Show students the

written stimulus All
Children should
have to Play Sport
Read carefully and
slowly as a class
Show students the written

stimulus All Children
should have to Play
Sport
Read carefully and slowly
as a class focusing on the
pronouns.
As a class discuss what is
a pronoun and some of
the pronouns used in the
text and why these are
used.
As a class discuss the

words that support why
children should play
sport
Eg fit, strong, healthy,
need exercise, fun,
friendship
With a partner students

highlight examples where
the author has used
pronouns. And share as a
class.
Introduce the visual

stimulus Do cats makes
better pets than dogs?
As a class students
watch the following
youtube clip
Students go to either ends

of the room to show their
point of view. Students are
randomly chosen to state
why they agree or disagree
followed by an example.
https://www.youtube.co
m/watch?
v=AM4dqNUodfs
Students get into groups

of four based on their
different opinions (for &
against) and try to orally
persuade one another
Students discuss as a
whole class how the
youtube clip
persuading us to get a
dog
Music, colour, activity,
vibrance etc
Complete the activity
Students then
respond to whole
class and discuss
their different
opinions.
Guided
Reading/
Guided
Writing
Independe
nt Activity/
Respondin
g to the
text
Must Do
Literacy
Centres
Grammar
Punctuatio
n
Spelling
Modelled
Writing
again where students

move to different ends of
the class to see if there is
any change. Why?
Students discuss with a

partner
Assessment for/as/of learning: See Guided Reading folder for groupings and individual focuses
Assessment for/of learning: Anecdotal records/Running records
Children draw a
picture of
themselves playing
their favourite
sport, and write a
couple of sentences
explaining why they
like it.
With a partner
students now record
the descriptive words
in their English books
Students answer the

following questions:
In the introduction. The
author used the word we
why did the author do
this?
Can you find some other
example where the author
has used pronouns in the
same way?
Students draw a
dog/cat in the middle of
their page and mind
map words/phrases to
support their opinion
Following on from
yesterdays lessons
students get into groups
of 3-4 based on their
point of view. Each
student shares one
different idea and
example which is then
recorded by all group
members to be used in
independent writing .
Students have free choice of an activity related to handwriting, high frequency words, spelling, phonics and technology.
Weekly focus:
Apostrophe of possession
Activities: See worksheets for grammar ideas

Students paste the
Exposition Text sheet
into their writing
book, and as a class
briefly go through the
features of this text.
Highlighting the
introduction, body
and conclusion
Students paste
example text All
children should
play sport into their
book and as a class
identify the main
reasons to support
this topic
Look at the format of the

introduction from the
Example text. As a class
discuss the features.
Teacher models how we
could change the
introduction using prior
learnings from the week.
Eg. Children all around
the world are not as
active as they used to be.
So how can we change
this? Encouraging
children to play sport is
Teacher models an
introduction using
correct format around
new topic.
While owning a dog is a
big responsibility and
not a decision you
should make lightly,
there are many benefits
to owning a dog and
reasons why they make
good pets.
Expand on the idea that

dogs help promote daily
physical activity.
Eg.
Because a dog requires
daily exercise, the owner
also benefits from this.
Daily exercise helps with
a healthy weight, gives
you energy and makes
you happy. It also
strengthens your muscles
and bones. Dogs will
motivate you to get into a
routine and walk or play
an important part of
keeping healthy.
Independe
nt Writing
Students
independently record
their chosen position
on this topic and
record in their books,
illustrate if they wish.
Students then record

the main arguments in
list form in their Writing
book to be used later in
the week.
Students copy modelled

introduction into their
books. And using the
same 3 sentence
structure children write
their own introduction.
Students take one

sentence from
yesterdays lesson and
provide a reason and
example as to why it is
important
Students then copy into

their Writing book.
Students independently
construct their own
introduction around their
chosen point of
view/position from must
do activity
Differentiation
Resources: See Resource Folder
Guided Reading and Writing as per students ability level

Students are asked questions which provide an appropriate
level of challenge & /or the opportunity to succeed.
Expectation regarding the complexity and quantity of writing
is differentiated.
Assessment
FOR
Anecdotal records
taken during Guided
Reading/Writing groups
Running Records
AS
Student editing and

proofreading their work.
Individual wish
symbol for students own
reflection of their writing.
with them.
Students independently
construct their own body
around their chosen point
of view/position.
Students write their ideas
in 3-4 sentences using
reasons to support their
ideas.
OF
Anecdotal records
taken during Guided
Reading/Writing groups
Writing samples
Running Records
Post- assessment
writing own poem of
choice.

Copyoft 3 Englishwk 1

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Year 2 English Program - Term 2 2016

Show students the

Show students the written

As a class discuss the

With a partner students

Introduce the visual

Students go to either ends

Students get into groups

Complete the activity

again where students

Students discuss with a

Students answer the

Activities: See worksheets for grammar ideas

Look at the format of the

Expand on the idea that

Students then record

Students copy modelled

Students take one

Students then copy into

Resources: See Resource Folder

Guided Reading and Writing as per students ability level

Student editing and

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