Activities and Resources

National Literacy Strategy: Year 2: Term 1

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	Choosing the correct vowel(s) to correctly spell simple words which contain long vowel sounds.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y1, T3, W1: the common spelling patterns for each of the long vowel phonemes: ee, ai, ie, oa, oo NC KS1: Reading: Phonemic awareness and phonic knowledge e) recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds. Word recognition and graphic knowledge f) read on sight high-frequency words and other familiar words.
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	Recognising the difference between vowels and consonants in a fast paced game.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y2, T1, W8: to secure understanding and use of the terms 'vowel' and consonant'. NC KS1: Phonemic awareness and phonic knowledge b) sound and name the letters of the alphabet
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	Spell familliar words for colours, days, months and numbers in a fun hangman style game.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y1 & Y2: Word recognition, graphic knowledge and spelling 4-5: to read on sight and spell approximately 30 or more words from appendix list 1. NC KS1 English: Spelling 4e: spell common words.
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	Sequence text extracts into a recount (an everyday non-fiction story).		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when. NLS Y2 T1 T3: to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal elements in re-telling; NC KS1: En2 Reading 3b: use their knowledge of sequence and story language when they are retelling stories and predicting events; En3 Writing 1b: sequence events and recount them in appropriate detail.
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	Put the text extracts of a familiar story in order.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when; T3: to be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal elements in re-telling; NC KS1: En2 Reading 3b: use their knowledge of sequence and story language when they are retelling stories and predicting events; En3 Writing 1b: sequence events and recount them in appropriate detail.
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	Sequence a set of instructions.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y2 T1 T4: to understand time and sequential relationships in stories, i.e. what happened when. Y2 T1 T13: to read simple written instructions in the classroom... Y2 T1 T16: to use models from reading to organise instructions sequentially... NCKS1: En2 Reading 1m: use knowledge of book conventions, structure, sequence... 2a: use the organisational features of non-fiction texts.
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	Identifying, by reading and listening, the number of syllables (1, 2 or 3) in everyday words.		Add this to your personal activity list
	Learning objectives/outcomes: NLS Y2, T2, W5: to discriminate, orally, syllables in multi-syllabic words using words from children's reading. NC KS1: Reading: Phonemic awareness and p honic knowledge d) identify syllables in words.
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