Literacy Overview

Achievement Standard Content Descriptors

By the end of Year 2, students understand how similar texts  Understand that different types of texts have identifiable text structures and language
share characteristics by identifying text structures and features that help the text serve its purpose
language features used to describe characters and events,  Recognise that capital letters signal proper nouns and commas are used to separate items in
or to communicate factual information. lists
They read texts that contain varied sentence structures,  Understand that simple connections can be made between ideas by using a compound
some unfamiliar vocabulary, a significant number of high- sentence with two or more clauses usually linked by a coordinating conjunction
frequency sight words and images that provide extra  Understand that nouns represent people, places, concrete objects and abstract concepts;
information. They monitor meaning and self-correct using that there are three types of nouns: common, proper and pronouns; and that noun
knowledge of phonics, syntax, punctuation, semantics and groups/phrases can be expanded using articles and adjectives
context. They use knowledge of a wide variety of letter-  Understand the use of vocabulary about familiar and new topics and experiment with and
sound relationships to read words of one or more syllables begin to make conscious choices of vocabulary to suit audience and purpose
with fluency. They identify literal and implied meaning, main  Orally manipulate more complex sounds in spoken words through knowledge of blending and
ideas and supporting detail. Students make connections segmenting sounds, phoneme deletion and substitution in combination with use of letters in
between texts by comparing content. They listen for reading and writing
particular purposes. They listen for and manipulate sound  Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell
combinations and rhythmic sound patterns. one and two syllable words including some compound words
 Discuss different texts on a similar topic, identifying similarities and differences between the
When discussing their ideas and experiences, students use texts
everyday language features and topic-specific  Listen for specific purposes and information, including instructions, and extend students’ own
vocabulary. They explain their preferences for aspects of and others' ideas in discussions
texts using other texts as comparisons. They create texts that  Use interaction skills including initiating topics, making positive statements and voicing
show how images support the meaning of the text. disagreement in an appropriate manner, speaking clearly and varying tone, volume and
Students create texts, drawing on their own experiences, pace appropriately
their imagination and information they have learnt. They use  Rehearse and deliver short presentations on familiar and new topics
a variety of strategies to engage in group and class  Identify the audience of imaginative, informative and persuasive texts
discussions and make presentations. They accurately spell  Read less predictable texts with phrasing and fluency by combining contextual, semantic,
words with regular spelling patterns and spell words with less grammatical and phonic knowledge using text processing strategies, for example monitoring
common long vowel patterns. They use punctuation meaning, predicting, rereading and self-correcting
accurately, and write words and sentences legibly using  Use comprehension strategies to build literal and inferred meaning and begin to analyse texts
unjoined upper- and lower-case letters by drawing on growing knowledge of context, language and visual features and print and
multimodal text structure
 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
 Guided Reading Groups

 Jamal  Janiquea  Charlee  Deegan  Jaquade

 Destiny  Summer  Jayden  Tyzailin  Jade
 Kasey  Hun’nee-Roze  Prem  Jacob
 Harley

Monday Tuesday Wednesday Thursday Friday

With teacher Zip tales Quick Write VCOP game Alternative
VCOP game With teacher Zip tales Quick Write sounds
Quick Write VCOP game With teacher Zip tales
Zip tales Quick Write VCOP game With teacher
With Karina – With Karina - With Karina - With Karina - With teacher
PA PA PA PA

Week Text type unit Topic/Theme/  Exposition texts

1 Concept  Purpose and structure – title, macro sentence, linking sentence, arguments
 Point of view
Learning To understand the purpose and structure of an exposition text
Intention and
Success  I can identify an exposition
Criteria  I can identify a point of view
 I can describe the purpose of an exposition
 I can list the elements of an exposition
 I can compare expositions
 I can sequence the elements of an exposition
 I can explain what makes a good exposition

Examples of  Explicit teaching of exposition purpose and structure

tasks  Read ‘I wanna Iguana’ – discuss the purpose of this book and why the author may have written it.
 Show various examples – students identify the point of view – discuss how this exposition may
change if it were from a different point of view
 Give students exposition topics in groups– students come up with one argument from a chosen
point of view – other students to guess the point of view
  Show various examples – students compare and think, pair, share to work out which is the more
effective exposition and why
 Sequencing of exposition elements – in circle on mat (allow opportunity for discussion about
whether we disagree or agree with where someone may have placed an element), cut and paste
activity to consolidate
 Big Write on Friday to consolidate learning of structure – students attempt an exposition text –
teacher assessing whether they include some structure of an exposition in their text.

Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Learning Focus  Purple
 fluency and expression
 Self-monitoring
 Green
 fluency and expression
 Self-monitoring
 Blue
 Decoding
  Orange
 Decoding
 Yellow
 Phonological Awareness
 Blending
Other group VCOP game – introduce to games
activities Zip tales – re-introduce zip tales and how to access this – discuss use of VCOP wall if students come
across a WOW word they might like to use in their writing

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 1 Rhyme Questions after Sentences
Set 20 matching and class reading made from
Digraphs Set 40 production sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Revision of end blends from scope and sequence
learning focus Soft C rule
Phonological  Intervention during intervention focus group
awareness  Blending in guided reading
focus

Week Text type unit Topic/Theme/  Exposition texts

2 Concept  Macro sentence
 Linking sentence
 Personal pronouns – explicit teaching of not to use these in an exposition

Learning To understand the purpose and features of the introduction in an exposition

Intention and
Success  I can identify the purpose of an introduction
Criteria  I can identify personal pronouns
 I can list the 2 main features of the introduction
 I can describe why a macro sentence is important
 I can describe why a linking sentence is important
  I can explain why personal pronouns are not used in expositions
 I can explain what makes a good introduction
 I can compose my own introduction with a macro and linking sentence
 I can justify the quality of my introduction
Examples of  Explicit teaching of introduction, macro and linking sentences and their purpose
tasks  Analyse various exposition introductions and determine their quality
 Topic cards – in groups, students brainstorm a macro sentence
 Develop linking sentences based on given macro sentence
 Personal pronoun hunt – to consolidate student understanding of personal pronouns – what kinds
of texts did we find these in?
 Re-word sentences by removing use of personal pronouns – in groups
 Introduction relay – topic cards are layed out the front, in groups, students must take a card and
write an introduction, when complete they take another card. When the timer runs out, students
must work as a team to analyse their introductions and determine the best one using their checklist
to read to the class.
 Big Write – focus on introduction and use of macro and linking sentences. Check to ensure students
have not used personal pronouns.
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
 Guided Frequency 1x daily
Reading Learning Focus  Purple
 fluency and expression
 Predicting
 Green
 fluency and expression
 Predicting
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP game – Connective blockbusters
activities Zip tales
Quick Write – brainstorming arguments

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 2 Syllables Questions after Sentences
Set 21 class reading made from
Digraphs Set 41 Initial sound sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – ir and oy
learning focus
Phonological  Intervention during intervention focus group
awareness  Blending in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

3 Concept  Development of first argument
 Relating verbs
 Evaluative language
  Introduce to paragraphing
Learning To understand the features and purpose of a strong argument in an exposition
Intention and
Success  I can identify the purpose of an argument
Criteria  I can identify an argument in an exposition
 I can identify relating verbs in text
 I can list reasons an author gives for their argument
 I can identify evaluative language used
 I can create a strong argument
 I can justify my reasons

Examples of  Explicit teaching of arguments – main point then elaboration

tasks  Analyse example argument and discuss what makes it good/bad
 Analyse example and discuss the structure of the argument
 Would you rather game – e.g. would you rather go to the shops or the pool – in groups, students
must choose one and practice giving reasons for their choices
 Oral debates in teams – students are given a topic and must come up with a list of reasons to
argue their point of view.
 Relating verb hunt
 Joint construction of argument
 Topic cards – students develop an argument for their chosen point of view
 Create a written argument
 Big Write – focus on learnt content – structure, introduction, argument
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
  Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Questioning
 Green
 fluency and expression
 Questioning
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP game: connective blockbusters
activities Zip tales
Quick Write: List it – list arguments

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 3 Segmenting – 3 Questions after Sentences
Set 22 sound class reading made from
Digraphs Set 42 sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – al, au, aw
learning focus
 Phonological  Intervention during intervention focus group
awareness  Blending in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

4 Concept  Development of three arguments
 Sensing verbs
 Evaluative language
 Paragraphing
 Sequencing words to link arguments

Learning To understand the features and structure of arguments in an exposition.

Intention and
Success  I can identify an argument
Criteria  I can list possible arguments
 I can write an argument
 I do not use personal pronouns
 I give evidence in my argument
 I use sequencing words to link my arguments

Examples of  Explicit teaching of using sequencing words to link arguments

tasks  Students are given arguments separated into main point and elaboration, students must sequence
them and write a sequencing word to begin the paragraph.
 Joint construction of written arguments
 Students make a list of arguments for a given topic independently
 Students plan out their arguments on a planning sheet – research evidence.

Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
  Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Making connections
 Green
 fluency and expression
 Making connections
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP: Connective blockbusters
activities Zip tales
Quick Write: List it

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 4 Segmenting – 3 Questions after Sentences
Set 23 sound class reading made from
Digraphs Set 43 sight words
with learnt
Alternative punctuation
sounds
 Blends
Phonics Alternative sounds – ew and ey saying ee
learning focus
Phonological  Intervention during intervention focus group
awareness  Blending in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

5 Concept  Development of three arguments
 Adjectives
 Evaluative language
 Paragraphing

Learning To understand the features and structure of arguments in an exposition.

Intention and
Success  I can identify an argument
Criteria  I can list possible arguments
 I can write an argument
 I do not use personal pronouns
 I use adjectives
 I give evidence in my argument
 I use sequencing words to link my arguments

Examples of  Explicit teaching of description bubble

tasks  Students are given sentences from arguments – they add adjectives and evaluative language
 Topic cards – students choose topic card and plan and research their three arguments
 Peer review of written arguments – give feedback (two stars and a wish)
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
  Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Visualising
 Green
 fluency and expression
 Visualising
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP: Vocab game – Give me 10 words….. (page 109 – The Writing Book)
activities Zip tales
Quick Write: Sell it

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 5 Segmenting – 4 Questions after Sentences
Set 24 sound class reading made from
Digraphs Set 44 sight words
with learnt
Alternative punctuation
sounds
 Blends
Phonics Alternative sounds – ou and ow
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 3 sound in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

6 Concept  Development of conclusion
 Adjectives
 Evaluative language
 Paragraphing

Learning To understand the features and structure of a conclusion in an exposition.

Intention and
Success  I can write a conclusion
Criteria  I can summarise my ideas
 I can include evaluative language

Examples of  Explicit teaching of conclusion

tasks  Give students topic and arguments, in groups, students orally construct a conclusion to summarise
the ideas
 Modelled conclusion
 Joint construction of a conclusion
 Students write their own conclusion to one of their arguments presented last week
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers
 Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Inferring
 Green
 fluency and expression
 Inferring
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP: Give me 10 words
activities Zip tales
Quick Write: Sell it

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 6 Segmenting 4 Questions after Sentences
Set 25 sound class reading made from
Digraphs Set 45 sight words
with learnt
Alternative punctuation
sounds

Blends
 Phonics Alternative sounds – ch saying sh
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 3 sound in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

7 Concept  Development of full text
 Self-assessment

Learning To understand the features and structure of an exposition.

Intention and
Success Refer to Stephen Graham Success Criteria
Criteria
Examples of  Joint construction of class exposition – come up with a plan as a class, assign different groups to
tasks different parts of the exposition, bring together at the end and assess against success criteria. What
are we missing?
 Repeat above activity – allowing different groups to practice introduction, arguments and
conclusion.
 Students orally record an exposition on Seesaw based on their plan.
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses
 Assessment  Formative assessment of Big Write at end of week
 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Inferring
 Green
 fluency and expression
 Inferring
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP game: connective wall challenge
activities Zip tales
Quick Write: Sell it

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 7 Sound deletion Questions after Sentences
Set 26 class reading made from
Digraphs Set 46 sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – soft g
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 3 sound in guided reading
focus
Week Text type unit Topic/Theme/  Exposition
8 Concept  Development of full text
 Self-assessment

Learning To understand the features and structure of an exposition.

Intention and
Success Refer to Stephen Graham Success Criteria
Criteria
Examples of  Students write a full exposition and assess against Stephen Graham success criteria – what are we
tasks missing?

Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Summarising
 Green
  fluency and expression
 Summarising
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP game – connective wall challenge
activities Zip tales
Quick write: Speed writing

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 8 Sound deletion Questions after Sentences
Set 27 class reading made from
Digraphs Set 47 sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – a saying ai and o saying oa
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 4 sound in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

9 Concept  Development of full text
 Self-assessment

Learning To understand the features and structure of an exposition.

Intention and
Success Refer to Stephen Graham Success Criteria
Criteria
 Examples of  Students write a full exposition and assess against Stephen Graham success criteria – what are we
tasks missing?
 Re-read and edit
Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Summarising
 Green
 fluency and expression
 Summarising
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
 Other group VCOP game – connective wall challenge
activities Zip tales
Quick write: Speed writing

Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 9 Sound deletion Questions after Sentences
Set 28 class reading made from
Digraphs Set 48 sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – I saying ie and e saying ee
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 4 sound in guided reading
focus

Week Text type unit Topic/Theme/  Exposition

10 Concept  Development of full text
 Self-assessment
 Publish text

Learning To understand the features and structure of an exposition.

Intention and
Success Refer to Stephen Graham Success Criteria
Criteria
Examples of  Students write a full exposition and assess against Stephen Graham success criteria – what are we
tasks missing?
 Re-read and edit
 Publish using Microsoft word

Pedagogy Explicit instruction, gradual release, Accelerated Literacy strategies, modelling, questioning, peer
collaboration.
 Differentiation/ Support:
Intervention  1:1 support as required from teacher
 Scaffolding
 Template for Big Write
 Word books – teacher to support use to encourage writing attempts without fear of spelling
 Focus group on floor when required
 Peer collaboration
 Visual cues
 Texts to be read aloud to support lower readers

Extend:
 In depth questioning
 Class discussions – building on knowledge
 Less verbal and visual cues
 Students to justify their thinking and responses

Assessment  Formative assessment of Big Write at end of week

 Self-assessment based on Stephen Graham Success Criteria to inform next steps
 Work samples across the week
Guided Frequency 1x daily
Reading Lowest group – 1x per week with teacher, 4x per week with SSO
Learning Focus  Purple
 fluency and expression
 Synthesising
 Green
 fluency and expression
 Synthesising
 Blue
 Decoding
 Orange
 Decoding
 Yellow
 Phonological Awareness
Other group VCOP game: student choice
activities Zip tales
Quick write: Speed writing
Reading/ Warm-up focus Recognition Manipulation Sight Words Phon. Comprehension Fluency
Spelling/ awareness
Writing Graphs Tracking Set 10 Revision of all Questions after Sentences
Set 29 concepts class reading made from
Digraphs Set 49 sight words
with learnt
Alternative punctuation
sounds

Blends
Phonics Alternative sounds – revision
learning focus
Phonological  Intervention during intervention focus group
awareness  Segmenting – 4 sound in guided reading
focus