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Medium Term Plan – Rec/Y1 Autumn YEAR A

We will provide a two year rolling programme plus extra plans to add different texts and topics. This means that next year there will be a completely new raft of
plans for the Rec/Y1 teacher to draw upon so that no child in either year will need to repeat a plan!
Term Fiction Non-fiction Poetry
Plan 1A: Stories with repeating patterns Plan 1A: Labels, lists, signs & posters Plan 1A: Nursery rhymes and traditional rhymes
Required texts: Required texts: Required texts:
Little Rabbit Foo Foo and We’re Going on a Bear Hunt Knock Knock Who’s There? By S Grindley and A Browne, Read Me First, Poems for Younger Readers
by M Rosen Red Rockets and Rainbow Jelly by S Heap and N Sharratt A variety of poems provided
Bears in the Night by Stan and Jan Berenstain Description: Description:
Handa’s Surprise by E Browne Using Knock Knock Who’s There by Anthony Browne and Children listen to and read a series of poems from Read
Description: Red Rockets and Rainbow Jelly by Nick Sharratt chn learn Me First and elsewhere. They learn how to recite poems
Children explore and enjoy the patterns and repeated how to write signs, labels, captions and lists. They with expression and then have opportunities to create
phrases in Bears in the Night, Handa’s Surprise and Little understand how to use extended noun phrases and the rhymes of their own and use poems they have heard as
Rabbit Foo Foo, using these tales as stimuli for effect exclamation marks produce. models for their own writing.
performances, as aids to reading and as models for their Grammar focus for Year 1: Grammar focus for Year 1:
own carefully punctuated writing. 1. Begin to punctuate sentences when writing captions. 1. Write, leaving spaces between words
Grammar focus for Year 1: 2. Begin to use exclamation marks in writing 2. Use capital letters for the beginnings of lines of poetry
1. Write, leaving spaces between words 3. Use capital letters for the names of people, places, days 3. Use exclamation marks and question marks at the end
2. Use capital letters for the names of people, places, days of the week, etc. of a sentence.
of the week, etc. 4. Use adjectives to create extended noun phrases. 4. Use ‘because’ in simple explanations.
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Plan 2A: Stories in familiar settings Plan 2A: Information texts Plan 2A: Pattern and rhyme in poetry
Required texts: Required texts: Required texts:
Mog the Forgetful Cat by J Kerr Baa! Moo! What will we do? by R. H. Benjamin and J. Poems for the Very Young by M Rosen
The Tiger Who Came to Tea by J Kerr Chapman A selection of poems provided
Other Mog books will be useful. First Facts Farm by P. Arlon, Description:
Cat, Fish and Shell – Hamilton Group Readers Description: A selection of fun poems are used to explore repetition
Description: Through the exciting theme of farms and using Baa! Moo! and rhyme. Children perform poetry as well as compose
Using Judith Kerr’s well-loved Mog the Forgetful Cat and What will we do? and First Farm Facts, chn learn the their own. They begin to write sentences and understand
The Tiger Who Came to Tea, chn relate these stories to textual features of a non-fiction book. They research poetry punctuation. Poems for the Very Young (Rosen) is
their own experience. They imagine alternative scrapes facts, make notes and work in small teams. They create useful but not essential.
for Mog, design a perfect pet and present medals for their own page for a group non-fiction book, which Grammar focus for Year 1:
kindness and bravery. They then write a story closely includes all the relevant features. 1. Use capital letters for the beginnings of lines of poetry.
based on the second book. Grammar focus for Year 1: 2. Begin to punctuate sentences using a capital letter and
Grammar focus for Year 1: 1. Begin to punctuate sentences using a capital letter and a full stop.
1. Write, leaving spaces between words a full stop, a question or exclamation mark.
2. Use a capital letter for the beginning of a name. 2. Join two simple sentences using ‘and’.
2. Begin to punctuate sentences using a capital letter and 3. Use ‘because’ in simple explanations.
a full stop.

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