Grammar and Writing Plan – Term 1

Achieveme Receptive modes

nt Standard By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language
features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight
words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax,
punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or
more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make
connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns.

Productive modes
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They
explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the
meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of
strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling
patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences
legibly using unjoined upper- and lower-case letters.

Content  Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Descriptors  Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms
 Recognise that capital letters signal proper nouns and commas are used to separate items in lists
 Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses
usually linked by a coordinating conjunction
 Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns:
common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives
 Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how
these images add to or contradict or multiply the meaning of accompanying words
 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of
vocabulary to suit audience and purpose
  Compare opinions about characters, events and settings in and between texts
 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
 Innovate on familiar texts by experimenting with character, setting or plot
 Identify the audience of imaginative, informative and persuasive texts
 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
 Construct texts featuring print, visual and audio elements using software, including word processing programs
Week 1 EALD samples and holiday writing
Week 2 Writing conventions – punctuation and simple sentences
Week 3 Writing conventions – punctuation and simple sentences
Overview Week 4 Writing conventions - nouns
Week 5 Writing conventions – compound sentences
Week 6 Narrative - Orientation
Week 7 Narrative - Orientation
Week 8 Narrative – Complication
Week 9 Narrative - Resolution
Week 10 Narrative – full text
Week 11 Narrative – full text
Assessment  Work samples
 Observation
 Stephen Graham success criteria checklist – self, peer and teacher assessment
Vocabulary  Story
 Describe
 Narrative
 Orientation
 Complication
 Resolution
 Character
 Setting
 Entertain
  Purpose
 Audience
 Author
 Punctuation
 Noun
 Conjunction
 Suspense

Week Monday – Grammar Tuesday Wednesday Thursday Friday

focus
1 Introductory activities
2 Learning Intention:
To understand all
sentences must end with
punctuation.
Introductory activities Holiday recount – EALD Persuasive text - EALD Spelling Mastery
placement test
Learning Intention: Learning Intention: Learning Intention: Learning Intention:
To understand all To understand all To understand all To understand all
sentences must end with sentences must end with sentences must end with sentences must end with
punctuation. punctuation. punctuation. punctuation.

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria:
 I can name the types  I can name the types  I can name the types  I can name the types  I can name the types
of end punctuation of end punctuation of end punctuation of end punctuation of end punctuation
 I can identify which  I can identify which  I can identify which  I can identify which  I can identify which
punctuation is punctuation is punctuation is punctuation is punctuation is
needed at the end of needed at the end of needed at the end of needed at the end of needed at the end of
a sentence a sentence a sentence a sentence a sentence
 I can identify missing  I can identify missing  I can identify missing
I do: I do: punctuation in text punctuation in text punctuation in text
Explicitly teach full stops, Revise full stops, question
question marks and marks and exclamation I do: I do: I do:
exclamation marks. marks. Revise full stops, question Revise full stops, question Revise full stops, question
marks and exclamation marks and exclamation marks and exclamation
We do: We do: marks. marks. marks.
Say a sentence and Say a sentence and
students write on their students write on their We do: We do: We do:
whiteboard the whiteboard the As a class, edit a short As a class, edit a short Students are given
punctuation that is punctuation that is piece of text (editing piece of writing on the sentences and asked to
cards from teachstarter) board, prompting determine what
 needed at the end of needed at the end of
that sentence. that sentence.
You do: You do:
Sticky dots with Sticky dots with
punctuation. Students punctuation. Students
copy the given sentences write their own sentences,
and place the correlating practicing creating
punctuation sticky dot at simple sentences and
the end of the sentence. matching the
appropriate end
punctuation.
3 TBA based on identified TBA based on identified
needs for punctuation needs for punctuation
4 Learning Intention: Learning Intention:
To understand common To understand proper
nouns are a person, nouns are the name of a
place or thing person, place or thing
Success Criteria: Success Criteria:
 I can identify a  I can identify a proper
common noun noun
 I can explain what a  I can explain what a
common noun is proper noun is
 I can give examples of  I can give examples of
common nouns proper nouns
I do: I do:
Explicit teaching of Explicit teaching of
common nouns as a proper nouns and that
person, place or thing these must start with a
capital letter
to include end students when the
punctuation at the ends sentence is finished and
of the sentences and asking what type of
capital letters to begin a sentence it is to
new one. determine the necessary
punctuation.
You do:
Students work in pairs to You do:
edit several cards using Students edit a short
their knowledge of piece of writing by
capital letters and ending placing the missing end
punctuation. punctuation at the ends
of the sentences.
Students give reasons for
the punctuation they
chose.
TBA based on identified TBA based on identified
needs for punctuation needs for punctuation
Learning Intention: Learning Intention:
To understand pronouns To understand noun
are used to replace a groups are a group of
proper or common noun. words built around a
noun.
To understand the
specific pronoun pattern To understand that noun
when writing. groups enhance a
sentence.
Success Criteria:
 I can explain the Success Criteria:
pronoun pattern  I can build on a noun
 I can identify pronouns to make a noun group
in text  I can identify the noun
 I can identify the to build on
purpose of pronouns
I do:
I do: Explicitly teach noun
groups and revise nouns
punctuation is necessary
at the end.
You do:
Students are given
several more
complicated sentences
and asked to read them,
then sort them into
whether they need a full
stop, question mark or
exclamation mark.
Students justify where
they have placed the
sentences.
TBA based on identified
needs for punctuation
Learning Intention:
To understand the
purpose and use of nouns
and noun groups
To understand that noun
groups enhance a
sentence.
Success Criteria:
 I can build on a noun
to make a noun group
 I can identify the noun
to build on
 I can identify specific
types of nouns
I do:
 Teach students that in We do: Explicitly teach pronouns learnt so far. Model use of Revise nouns and noun
order to work out if a As a class or in small and the pattern when a noun group and discuss groups
word is a noun, say ‘a, an, groups, circle the proper writing its implications on a
or the’ before it and see if nouns in sentences – sentence/story We do:
it makes sense. ensuring they have a We do: In pairs, students
capital letter As a class, fix a piece of We do: participate in a Kahoot
We do: writing to ensure it follows In groups, students take a quiz to test their
Have students identify You do: the pronoun pattern with picture prompt (e.g. frog) knowledge of nouns and
which words on the Proper noun hunt – correct use of and write a noun group noun groups
board are common students search in their appropriate pronouns. for that picture (the big,
nouns and which are not. books to find as many green frog) etc. You do:
Why? proper nouns as they can. You do: Dressing up a sentence
Discuss how they Write descriptive You do: activity to consolidate
You do: identified them as proper sentences based on Students individually take understanding and
Have students identify nouns. picture prompt, using a noun card and write a writing of noun groups in
nouns in text by circling pronoun pattern. corresponding noun context.
them. group to expand it and
make the noun more
Students create a poster interesting.
with three sections,
people, places and
things. They read a
chosen book and list all
the nouns they come
across under the correct
sections.
5 Cold Write assessment Learning Intention: Learning Intention: Learning Intention: Splash Day
To understand the To understand the To understand the
purpose and structure of purpose and structure of purpose and structure of
compound sentences compound sentences compound sentences

Success Criteria: Success Criteria: Success Criteria:

 I can identify a
compound sentence
 I can list conjunctions
I do
 I can identify a
compound sentence
 I can list conjunctions
 I can compare
compound sentences
 I can identify a
compound sentence
 I can list conjunctions
 I can write compound
sentences
 Explicit teaching of I do
compound sentences Revision of compound
and conjunctions. sentences and
conjunctions.
We do
In pairs, students choose We do
an appropriate In groups, students are
conjunction to complete given 2 sentences and
the compound sentence asked to compare the 2.
Students discuss which is
You do the better compound
Individually, students sentence and why.
complete the compound
sentences by choosing You do
the appropriate Individually, students
conjunction compare different
sentences and identify
which is the compound
sentence and why.
6 Narrative pre-assessment Learning Intention: Learning Intention:
for effect size To understand the To understand the
purpose and features of a purpose and features of a
narrative orientation narrative orientation
Success Criteria: Success Criteria:
 I can identify the  I can identify the
orientation orientation
 I can list the features  I can list the features
of an orientation of an orientation
 I can explain  I can explain
characters and characters and
setting setting
I do
Revision of compound
sentences and
conjunctions. Modelled
writing of a compound
sentence.
We do
In groups, students are
given a picture prompt
and a conjunction to use.
Students brainstorm
compound sentences. As
a class, reflect on how
the sentences can be
improved through use of
punctuation, noun groups
etc.
You do
Individually, students write
compound sentences
based on the picture
prompt, utilising 2
common conjunctions.
Learning Intention: Learning Intention:
To understand the To understand the
purpose and features of a purpose and features of a
narrative orientation narrative orientation
Success Criteria: Success Criteria:
 I can identify the  I can identify the
orientation orientation
 I can list the features  I can list the features
of an orientation of an orientation
 I can explain  I can explain
characters and characters and
setting setting
  I can create  I can create  I can create  I can create
character character character character
descriptions descriptions descriptions descriptions
 I can describe a  I can describe a  I can describe a  I can describe a
setting setting setting setting

I do
Explicit teaching of I do I do I do
narrative purpose, Explicit teaching and Revision of orientation Revision of orientation
overview of structure, revision of orientation features. features.
explicit teaching of the concepts. Refer to
elements of an success criteria. We do We do
orientation. Students brainstorm a list Read the character
We do of characters in a well description in our class
We do Students brainstorm a known story. novel. Discuss what is
Students practice range of different settings included.
identifying the orientation that could be used in You do
section in various texts their stories. Students choose a As a class, practice
character and create a writing a character
As a class, discuss the You do character profile, description for a well
elements of these. Refer Students choose one of practicing using known character.
to the success criteria the settings and draw a adjectives and noun
and tick off the relevant picture of it, adding groups to give details You do
features to the adjectives and noun about their character. Students choose a
orientation. groups to describe their character from a range
scene. of choices. They write a
You do character description for
Character and setting this character to be
sort. included in the
orientation of a narrative.

7 Learning Intention: Learning Intention: Learning Intention:

To understand the To understand the To understand the
purpose and features of a purpose and features of a purpose and features of a
narrative orientation narrative orientation narrative orientation

Success Criteria: Success Criteria: Success Criteria:

  I can create a  I can create an  I can create an
character for my story orientation for a story orientation for a story
 I can create a  I can describe my  I can describe my
character description setting setting
 I can describe my  I can describe my
I do characters characters
Explicitly teach the  I can write with a hook  I can write with a hook
concept of a hook at the
beginning of a narrative. I do I do
Explicitly teach and Explicitly teach and
Revision concepts of model the writing of an model writing of an
characters and setting. orientation with all the orientation.
learnt elements.
We do We do
In pairs, students are We do As a class, create a joint
given an idea for a story. As a class, re-write the construction of an
They must write the orientation of our class orientation based on a
beginning sentence, novel including a hook, prompt. Discuss the
incorporating a sound character description elements and mark the
word as their hook. and setting. success criteria to ensure
all elements are included.
You do You do
Individually, students write Students re-write the You do
a beginning sentence for orientation of our class Students are given a
a story idea which novel, changing the main narrative NAPLAN prompt
includes a sound word as character and adding and asked to write an
their hook. their own new orientation.
descriptions.
Students share their story Students edit their work
starters. using the success criteria.

8 Learning Intention: Learning Intention: Learning Intention: Learning Intention: Learning Intention:
To understand the To understand the To understand the To understand the To understand the
purpose and features of a purpose and features of a purpose and features of a purpose and features of a purpose and features of a
narrative complication narrative complication narrative complication narrative complication narrative complication

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria:
  I can identify the  I can list the
complication section character’s responses
 I can identify the  I can describe how
problem in the story the author builds
 I can identify where in suspense
the story that the
problem occurs I do
Explicit teaching of the
I do complication and it’s
Explicit teaching of the features.
complication and it’s
features. We do
As a class, analyse the
We do character responses in
Read the complication in our class novel.
our novel and discuss the
problem, the characters Have students brainstorm
reactions and the series reactions of potential
of events that follows. characters to problems
given. E.g. Cinderella lost
You do her shoe. How does she
Students sequence the react?
events of the
complication on a You do
recording sheet. Students choose a
problem from the list and
write down some possible
character reactions.
Ensuring descriptive noun
groups are used.
9 Learning Intention: Learning Intention:
To understand the To understand the
purpose and features of a purpose and features of a
narrative resolution narrative resolution
Success Criteria: Success Criteria:
 I can describe a  I can create a  I can create a
complication complication complication
 I can list what  I can predict  I can predict
happens in a character responses character responses
complication
I do I do
Explicit teaching of the Explicit teaching of the
I do complication and it’s complication and it’s
Explicit teaching of the features. features.
complication and it’s
features including correct We do We do
paragraphing. As a class construct a Share story maps and
complication based on a provide feedback to
We do given orientation. Check each other about the
In pairs, students against success criteria. complication and series
brainstorm alternative of events.
complications for our You do
class novel. Students Students individually map You do
draw the series of events out their complication Students independently
on a story map. and series of events in write their complication
response to the NAPLAN section based on the
You do prompt from last week, NAPLAN prompt.
Students individually write following on from their
the new problem for our orientation.
class novel. Students
check their work against
the success criteria.
Learning Intention: Learning Intention: Learning Intention:
To understand the To understand the To understand the
purpose and features of a purpose and features of a purpose and features of a
narrative resolution narrative resolution narrative resolution
Success Criteria: Success Criteria: Success Criteria:
  I can identify the  I can describe how
resolution the problem is solved
 I can describe the
I do character responses
Explicitly teach the  I can list the steps
purpose and features of a taken to solve the
narrative resolution. problem
We do I do
As a class, read a short Explicitly teach the
narrative text. Discuss purpose and features of a
how the problem is narrative resolution.
resolved.
You do We do
Students brainstorm ideas Joint construction of a
on how to resolve various resolution in response to a
complications given. complication given.
You do
Students come up with an
alternative resolution to a
well-known story
complication.
10 Learning Intention: Learning Intention:
To understand the To understand the
purpose and features of a purpose and features of a
narrative text narrative text
Success Criteria: Success Criteria:
 I can identify the  I can identify the
purpose of a narrative purpose of a narrative
text text
 I can identify the key  I can identify the key
features of a narrative features of a narrative
text text
 I can describe the  I can describe the
features of a narrative features of a narrative
text text
 I can create an  I can create an  I can create a
alternative ending alternative ending resolution to the
complication
I do
Explicitly teach the I do I do
purpose and features of a Explicitly teach the Explicitly teach the
narrative resolution. purpose and features of a purpose and features of a
narrative resolution. narrative resolution.
We do
Joint construction of a We do We do
resolution in response to a Joint construction of a Joint construction of a
complication given. resolution in response to a resolution in response to a
complication given. complication given.
You do
Students come up with an You do You do
alternative resolution to a Students come up with an Students write a resolution
well-known story alternative resolution to a to their orientation and
complication. well-known story complication from
complication. previous weeks. They
check their work against
the success criteria.
Learning Intention: Learning Intention: Learning Intention:
To understand the To understand the To understand the
purpose and features of a purpose and features of a purpose and features of a
narrative text narrative text narrative text
Success Criteria: Success Criteria: Success Criteria:
 I can identify the  I can identify the  I can identify the
purpose of a narrative purpose of a narrative purpose of a narrative
text text text
 I can identify the key  I can identify the key  I can identify the key
features of a narrative features of a narrative features of a narrative
text text text
 I can describe the  I can describe the  I can describe the
features of a narrative features of a narrative features of a narrative
text text text
  I can compare  I can create narrative  I can create narrative  I can create narrative  I can edit narrative
narrative texts texts texts texts texts

Students are given time to Students are given time to Students are given time to Students are given time to Students are given time to
plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit
narratives based on narratives based on narratives based on narratives based on narratives based on
various prompts given, various prompts given, various prompts given, various prompts given, various prompts given,
including particular use of including particular use of including particular use of including particular use of including particular use of
NAPLAN prompts. NAPLAN prompts. NAPLAN prompts. NAPLAN prompts. NAPLAN prompts.
Students check their work Students check their work Students check their work Students check their work Students check their work
against the Stephen against the Stephen against the Stephen against the Stephen against the Stephen
Graham success criteria Graham success criteria Graham success criteria Graham success criteria Graham success criteria
and make improvements and make improvements and make improvements and make improvements and make improvements
where relevant. where relevant. where relevant. where relevant. where relevant.
11 Learning Intention: Learning Intention: Learning Intention: Learning Intention: Learning Intention:
To understand the To understand the To understand the To understand the To understand the
purpose and features of a purpose and features of a purpose and features of a purpose and features of a purpose and features of a
narrative text narrative text narrative text narrative text narrative text

Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria:
 I can identify the  I can identify the  I can identify the  I can identify the  I can identify the
purpose of a narrative purpose of a narrative purpose of a narrative purpose of a narrative purpose of a narrative
text text text text text
 I can identify the key  I can identify the key  I can identify the key  I can identify the key  I can identify the key
features of a narrative features of a narrative features of a narrative features of a narrative features of a narrative
text text text text text
 I can describe the  I can describe the  I can describe the  I can describe the  I can describe the
features of a narrative features of a narrative features of a narrative features of a narrative features of a narrative
text text text text text
 I can create narrative  I can create narrative  I can create narrative  I can create narrative  I can create narrative
texts texts texts texts texts
 I can edit narrative  I can edit narrative  I can edit narrative  I can edit narrative  I can edit narrative
texts texts texts texts texts

Students are given time to Students are given time to Students are given time to Students are given time to Students are given time to
plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit plan, draft, write and edit
narratives based on narratives based on narratives based on narratives based on narratives based on
various prompts given, various prompts given, various prompts given, various prompts given, various prompts given,
including particular use of including particular use of including particular use of including particular use of including particular use of
NAPLAN prompts. NAPLAN prompts. NAPLAN prompts. NAPLAN prompts. NAPLAN prompts.
Students check their work Students check their work Students check their work Students check their work Students check their work
against the Stephen against the Stephen against the Stephen against the Stephen against the Stephen
Graham success criteria Graham success criteria Graham success criteria Graham success criteria Graham success criteria
and make improvements and make improvements and make improvements and make improvements and make improvements
where relevant. where relevant. where relevant. where relevant. where relevant.