Literacy Unit Summary Plan

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Literacy Unit Summary Plan



Year Groups: Two and Three

Narrative Unit 4 – 3 weeks

Extended Stories / Significant authors


Week Beginning:

Work collaboratively in a group to enact a scene from a story and present it to the class (teacher observation).


In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:

Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1

Strand 6 – Word Structure and Spelling at KS2

Strand 11 – Sentence Structure and Punctuation at both key stages


These are in addition to the Objectives listed below

2. Listening and responding

  • Y2 – Respond to presentations by describing characters, repeating some highlight and commenting constructively

  • Y3 – Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus

4. Drama
  • Y2 – Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class

  • Y3 – Use some drama strategies to explore stories or issues

5. Word recognition: decoding (reading) and encoding (spelling)

  • Y2 – Read independently and with increasing fluency longer and less familiar texts

  • Y2 – Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns

  • Y2 – Know how to tackle unfamiliar words that are not completely decodable

  • Y2 – Read and spell less common alternative graphemes including trigraphs

  • Y2 – Read high and medium frequency words independently and automatically

6. Word structure and spelling

  • Y2 – Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including between inflections and use of double letters

  • Y2 – Read and spell less common alternative graphemes including trigraphs

7. Understanding and interpreting texts

  • Y2 – Give some reasons why things happen or characters change

  • Y3 – Infer characters’ feelings in fiction and consequences in logical explanations

8. Engaging with and responding to texts

  • Y2 – Engage with books through exploring and enacting interpretations

  • Y3 – Empathise with characters and debate moral dilemmas portrayed in texts


  • (Reading, response, analysis): Begin reading an extended story by a significant children's author as a serial story. Continue throughout the unit and have other longer stories available for children to read independently. At key moments in the story, use improvisation and discussion to explore what could happen next. Children note their own ideas and check and confirm their predictions as you read on. Keep a record of key events and review the structure of the story. Discuss techniques used by the author to sustain the reader's interest.

  • (Writing): Children work independently to plan and write their own sustained story with a logical sequence of events. They include elements from reading, for example characterisation, setting, story language, and add detail and dialogue to sustain the reader's interest.

  • (Speaking and listening): Groups of children work on a short dramatised presentation of a key moment in one of their stories. They decide on roles and practise to produce a polished performance for the rest of the class.

Prior Learning
Check that children can already:

  • Explain reasons for events in stories with reference to characters' actions and motives.

  • Work collaboratively in a group, taking turns and reaching agreement.

  • Identify story elements: characters, setting, and key events.

  • Plan a story by making notes under the headings Opening, Something happens, Events to sort it out, Ending.

  • Write simple and compound sentences.

  • Use temporal connectives.

  • Use the third person and past tense consistently in narrative writing.

Phase 1 – approx 12 days – to run alongside phase 2

Read an extended story by a significant author as a serial. Summarise the plot and look at links between events. Make predictions at key moments in the story. Track a particular character and notice ways that they change. Analyse pieces of dialogue, re-enact and improvise new dialogue. Evaluate the story and discuss techniques used by the author to sustain the reader’s interest.

Phase 1 Learning outcomes

  • Children can make predictions about a text and discuss the way characters develop across a story.

9. Creating and shaping texts

  • Y2 – Sustain form in narrative, including use of person and time

  • Y3 – Use beginning, middle and enf to write narratives in which events are sequenced logically and conflicts resolved

  • Y2 – Select from different presentational features to suit particular writing purposes on paper and on screen

  • Y3 – Use layout, format, graphics and illustrations for different purposes

10. Text structure and organisation

  • Y2 – Use appropriate language to make sections hang together

  • Y3 – Group related material into paragraphs

11. Sentence structure and punctuation

  • Y2 – Compose sentences using tense consistently (present and past)

  • Y3 – Compose sentences using adjectives, verbs and nouns for precision, clarity and impact

12. Presentation

  • Y2 – Wordprocess short narrative and non-narrative texts

  • Y3 – Develop accuracy and speed when using keyboard skills to type, edit and re-draft

Phase 2 – approx 12 days to run alongside phase 1

Children plan and write a sustained story independently. Provide story ideas and support for planning and writing by working with groups during the writing process. Discuss and agree success criteria based on learning in previous units. Provide class teaching on particular aspects of writing: composing compound sentences and using subordination; temporal connectives. Children review their own writing and decide how it should be presented to the class (on paper or on screen).

Phase 2 Learning outcomes

  • Children can plan a story that has a logical sequence of events.

  • Children can write an extended narrative with:

  • a logical sequence of events

  • sentences grouped together

  • temporal connectives

  • consistent use of the third person and past tense.


    • Developing early writing, Ref: 0055/2001

    • Aspects of narrative: extended stories (PDF 251kb)

    • Aspects of narrative: story structure (PDF 348kb)

    • Writing flier 1 - Improving writing and 2 - Writing narrative, Ref: 0532/2001 (MS WORD 193kb) (PDF 63.2kb)

    • Learning to learn: key aspects of learning across the primary curriculum, Ref: 0526-2004 G, from Learning and teaching in the primary years

    • Speaking, listening, learning: working with children at Key Stage 1 and 2, Ref: 0627-2003 G and the accompanying video clip of Year 1 Recount work, Ref: 0628/2003 (PDF 757kb)

Phase 3 – approx 3 days
Groups work together to dramatise a scene from one of the stories they have written. They present it to the class who then evaluate the performance and make constructive comments.

Phase 3 Learning outcomes

  • Children can work as a member of a group to present a scene from a known story to an audience.

  • Children can respond to presentations by making constructive comments.

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