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Magic Key Activities
Complements the DfES/QCA
Scheme of Work Unit:
HMS Sweet Tooth The Patchworker Dragon Land The Cream Cake Mystery Floppy and the Puppies Lug and the Giant Stork Code Calling Fraser the Eraser The Sound Monster
Topics Full stops Sentences making sense Questions Seeing patterns Characteristics Capital letters Working out new words Description Words that make sounds
Level 1
Knowledge skills and understanding  
1. To read with fluency, accuracy, understanding and enjoyment, pupils should be taught to use a range of strategies to make sense of what they read. They should be taught to:
a) hear, identify, segment and blend phonemes in words;                  
b) sound and name the letters of the alphabet;              X    
c) link sound and letter patterns, exploring rhyme, alliteration and other sound patterns;        X          X
d) identify syllables in words;                  
e) recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds;                  
f) read on sight high frequency words and other familiar words;                  
g) recognise words with common spelling patterns;        X          
h) recognise specific parts of words, including prefixes, suffixes, inflectional endings, plurals;                  
i) understand how word order affects meaning;    X  X            
j) decipher new words, and confirm or check meaning;    X  X        X    X
k) work out the sense of a sentence by rereading or reading ahead;              X    
l) focus on meaning derived from the text as a whole;          X      X  
m) use their knowledge of book conventions, structure, sequence and presentational devices;  X              X  
n) draw on their background knowledge and understanding of the content.    X              
2. Reading for information - pupils should be taught to:
a) use the organisational features of non fiction texts, including captions, illustrations, contents, index and chapters, to find information;                  
b) understand that texts about the same topic may contain different information or present similar information in different ways;                  
c) use reference materials for different purposes.                  
3. Literature - to develop their understanding of fiction, poetry and drama, pupils should be taught to:
a) identify and describe characters, events and settings in fiction;          X        
b) use their knowledge of sequence and story language when they are retelling stories and predicting events;                  
c) express preferences, giving reasons;                  
d) learn, recite and act out stories and poems;                  
e) identify patterns of rhythm, rhyme and sounds in poems and their effects;                  
f) respond imaginatively in different ways to what they read for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music.                  
4) Language structure and variation - to read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text.
5) During the key stage, pupils should be taught the knowledge, skill and understanding through the following ranges of literature and non-literary texts.
6) Literature - the range should include:
a) stories and poems with familiar settings and those based on imaginary or fantasy worlds;                  
b) stories, plays and poems by significant children's authors;                  
c) retellings of traditional folk and fairy stories;                  
d) stories and poems from a range of cultures;                  
e) stories, plays and poems with patterned and predictable language;                  
f) stories and poems that are challenging in terms of length or vocabulary;                  
g) texts where the use of language benefits from being read aloud and reread.                  
7. Non fiction and nonliterary texts - the range should include:
a) print ICT based information texts, including those with continuous text and relevant illustrations;                  
b) dictionaries, encyclopaedias and other reference materials.