Procedure - How to Brush your Teeth (How to Brush your Teeth)

Procedure - How to Brush your Teeth (How to Brush your Teeth)

Course
English
Grade
Year 2
Section
Writing
Outcome
Writing a Procedure: How To Brush Your Teeth
Activity Type
Printable
Activity ID
17450

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  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study
      • KS1.Y2.W.C – Writing - composition

        • Pupils should be taught to:

          • KS1.Y2.W.C.4 – Read aloud what they have written with appropriate intonation to make the meaning clear

          • KS1.Y2.W.C.1 – Develop positive attitudes towards and stamina for writing by:

            • KS1.Y2.W.C.1.a: writing narratives about personal experiences and those of others (real and fictional)

            • KS1.Y2.W.C.1.b: writing about real events

            • KS1.Y2.W.C.1.d: writing for different purposes

          • KS1.Y2.W.C.2 – Consider what they are going to write before beginning by:

            • KS1.Y2.W.C.2.a: planning or saying out loud what they are going to write about

            • KS1.Y2.W.C.2.b: writing down ideas and/or key words, including new vocabulary

            • KS1.Y2.W.C.2.c: encapsulating what they want to say, sentence by sentence

          • KS1.Y2.W.C.3 – Make simple additions, revisions and corrections to their own writing by:

            • KS1.Y2.W.C.3.a: evaluating their writing with the teacher and other pupils

            • KS1.Y2.W.C.3.b: rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

            • KS1.Y2.W.C.3.c: proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)

      • KS1.Y2.W.VGP – Writing - vocabulary, grammar and punctuation

        • Pupils should be taught to:

          • KS1.Y2.W.VGP.1 – Develop their understanding of the concepts set out in English appendix 2 by:

            • KS1.Y2.W.VGP.1.f: learn how to use the grammar for year 2 in English appendix 2

            • KS1.Y2.W.VGP.1.g: learn how to use some features of written standard English

  • Year 1
    • Literature
      • Creating literature

        • ACELT1586 – Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

    • Literacy
      • Interacting with others

        • ACELY1657 – Make short presentations using some introduced text structures and language, for example opening statements

      • Creating texts

        • ACELY1661 – Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams

        • ACELY1662 – Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

        • ACELY1663 – Write using unjoined lower case and upper case letters

        • ACELY1664 – Construct texts that incorporate supporting images using software including word processing programs

  • Year 2
    • Literacy
      • Interacting with others

        • ACELY1789 – Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

        • ACELY1667 – Rehearse and deliver short presentations on familiar and new topics

      • Creating texts

        • ACELY1671 – 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

        • ACELY1672 – Reread and edit text for spelling, sentence-boundary punctuation and text structure

        • ACELY1673 – Write legibly and with growing fluency using unjoined upper case and lower case letters

        • ACELY1674 – Construct texts featuring print, visual and audio elements using software, including word processing programs

  • Y1 – Year 1
    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

        • Y1.W.7 – Forming all upper-case and lower-case letters and numerals correctly

        • Y1.W.8 – Understanding simple text types (for example, personal recounts and simple descriptions) and using them to meet their writing purpose

        • Y1.W.10 – Using capital letters and full stops to begin and end sentences.

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.a – Recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy)

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

  • Y2 – Year 2
    • Y2.W – Writing
      • They draw on knowledge and skills that include:

        • Y2.W.1 – Using their personal content vocabulary of written words as well as words and phrases that are part of their expanding oral vocabulary

        • Y2.W.2 – Using their developing phonemic awareness to form new words aurally by changing or taking out some of the sounds in a word or by adding new sounds to words

        • Y2.W.3 – Using their visual memory to spell personal vocabulary as well as high-frequency words, which could include most of the words in essential lists 1 and 2 as well as some of the high- frequency words in essential lists 3 and 41

        • Y2.W.5 – Attempting some variety and precision in the use of adjectives, nouns, and verbs

        • Y2.W.6 – Forming all lower-case and upper-case letters correctly with increasing speed and automaticity

        • Y2.W.8 – Composing mainly simple and compound sentences, with some variation in their beginnings

        • Y2.W.9 – Using simple conjunctions correctly, with subject-verb agreement and noun-pronoun agreement

        • Y2.W.10 – Using full stops, question marks, or exclamation marks to end sentences and using capital letters correctly to begin sentences (and for familiar proper nouns).

        • Y2.W.4 – Encoding (spelling) unfamiliar words by:

          • Y2.W.4.a – Using their knowledge of diverse phoneme-grapheme relationships to write some of the sounds of English in different ways (for example, photo, laugh, Friday)

          • Y2.W.4.b – Applying strategies such as sounding out words, making analogies to words that sound or look the same, and using known chunks and rimes

          • Y2.W.4.c – Using their increasing knowledge of morphology to correctly spell word endings and other morphemes (for example, greatest, florist)

          • Y2.W.4.d – Applying their knowledge of simple spelling rules (for example, using -es for plural nouns ending in s, such as buses)

  • 1 – Year 1
    • 1.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 1.WS.1 – The texts that students write will include, when appropriate:

          • 1.WS.1.a – An idea, response, opinion, or question

          • 1.WS.1.b – Several sentences (including some compound sentences with simple conjunctions such as 'and')

          • 1.WS.1.c – Some key personal vocabulary and high-frequency words

          • 1.WS.1.d – Attempts at transferring words encountered in the writer's oral language or reading to their writing.

  • 2 – Year 2
    • 2.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 2.WS.1 – Students will independently write simple texts. These texts will include, when appropriate:

          • 2.WS.1.a – Experiences, information, and/or ideas that relate to a curriculum topic, supported by some (mostly relevant) detail and/or personal comment

          • 2.WS.1.c – Simple conjunctions correctly used

  • K – Kindergarten
    • W.K – Writing
      • Literacy

        • W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

        • W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

      • Literacy

        • W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

        • W.K.6 – With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

      • Literacy

        • W.K.7 – Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

        • W.K.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    • SL.K – Speaking & Listening
      • Literacy

        • SL.K.5 – Add drawings or other visual displays to descriptions as desired to provide additional detail.

        • SL.K.6 – Speak audibly and express thoughts, feelings, and ideas clearly.

      • Literacy

        • SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

          • SL.K.1.a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

          • SL.K.1.b – Continue a conversation through multiple exchanges.

    • L.K – Language
      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

      • Literacy

        • L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 1 – Grade 1
    • W.1 – Writing
      • Literacy

        • W.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

      • Literacy

        • W.1.5 – With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

        • W.1.6 – With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

      • Literacy

        • W.1.7 – Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

        • W.1.8 – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    • SL.1 – Speaking & Listening
      • Literacy

        • SL.1.5 – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.