This document provides the long term writing plan for Year 1 at Chorley New Road Primary School for the 2018-19 school year. It outlines the different text types from the genres of persuasion, information/explanation, and entertainment that will be taught each half term. Example texts that may be used are also listed for each term, along with the text types that will be covered. The plan is meant to ensure coverage of a broad range of text types and a balanced curriculum.

1. 1
CHORLEY NEW ROAD PRIMARY SCHOOL
YEAR 1 WRITING PURPOSES LONG TERM PLAN 2018-19
Most writing types can be categorised as ‘persuasion’, ‘information/explanation’ or ‘entertainment’. With this in mind, every half term a text type from each genre must be
taught. The text types taught will be decided upon based on the selected text/ media being used. Teachers need to keep abreast of the breadth of text types they are covering
to ensure a board and balanced curriculum.
There are some texts chosen for your year group as hooks for your literacy, there is a separate sheet listing the genres that are compulsory for your year groups, however you
can do more than on your list, the boxes in yellow need updating through the year to add what you covered in each term, there are already some in to help you, linked to the
texts for your year.
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Author/Novel
Focus
Smartest Giant in
Town
Room on the Broom
Highway Rat
Tiddler
Julian Donaldson
Burglar Bill
Funny Bones
Jolly Postman Collection
Janet and Allan Alhberg
Percy the Park Keeper
And other Percy Stories
Grandma is Wonderful
Nick Butterworth
Jack and the Beanstalk
Little Red Riding Hood
Beauty and the Beast
Fairy Tales
Katie Morag Island Stories
Mari Hedderwick
Giraffe Can’t Dance
Giles Andreae
Gorilla Loves Vanilla
Chae Strathie
Aliens Love Underpants
Dinosaurs Love Underpants
Claire Freedman
Man on the Moon
Simon Bartram
Not Now Bernard
David Mckee
Possible other
texts to be
used
Jasper’s Beanstalk
Owl Babies The Enormous Turnip
Mama Panya’s Pancakes
Richard Chamberlin
Bringing the Rain to Kapiti
Plain
Verna Aardema
How to wash a Woolly
Mammoth
Michelle Robinson
Where the Wild Things Are
Maurice Sendak
Pirate Next Door
Jonny Duddle
Text types
covered

2. 2
ALAN PEAT
SENTENCES
Teach-BOYS Teach-Lists Teach-Similes
NON
NEGOTIABLE
SPELLINGS
Year 1
a
as
at
an
on
if
in
is
it
of
off
dad
had
back
the
to
into
I
no
go
and
get
got
not
but
put
him
his
mum
up
big
he
she
we
me
be
will
with
that
this
then
them
now
down
too
look
for
see
was
you
they
all
are
my
her
said
have
like
so
do
some
went
it’s
from
children
just
help
come
were
there
when
what
little
one
out
saw
very
day
don’t
old
I’m
by
time
made
came
make
here
house
about
your
day
oh
their
people
Mr
Mrs
looked
called
asked
could
today
has
they
where
love
once
ask
friend
school
push
pull
full
says
SPELLINGS
WEEkLY
Stage 1 ‘c’, ‘k’, ‘ck’ sounding ‘k’ Word List 1:1
A The ‘k’ sound is usually made with‘c’ andwhen followedby the vowels‘a’, ‘o’, ‘u’.
B The ‘k’ sound is also made with ‘k’ when followedby the vowels ‘e’, ‘i’ andthe consonant ‘y’.
C The ‘k’ sound is often made with‘ck’ at the end of short words andalwaysfollowsa short vowel.
can cat cot cop cup
keg keen kill skin sky
sack neck pick sock luck
Stage 1 ‘I’, ‘ll’ sounding ‘l’ Word List 1:2
A The ‘l’ sound is usually made with‘l’ at the start of words.
B The ‘l’ sound is often made with ‘ll’ at the end of short words following a short vowel.
C The vowel ‘a’ makesan ‘or’ soundwhen followedby ‘ll’.
lap let lip lock luck
tell fell will bull full
all fall ball tall wall

3. 3
Stage 1 ‘s’, ‘ss’, ‘zz’ Word List 1:3
A The ‘s’ soundis usually made with ‘s’ at the start of words.
B The ‘s’ soundis often made with ‘ss’ at the end of short wordsfollowing a short vowel.
C The ‘z’ sound can be made with‘zz’ at the end of a few short wordsfollowing a short vowel.
sat send slip sock stuck
pass less kiss boss fuss
jazz fizz frizz fuzz buzz
Stage 1 ‘f’, ‘ff’, ‘ph’ sounding ‘f’ Word List 1:4
A The ‘f’ soundis usually made withan ‘f’ at the start of everyday short words.
B The ‘f’ soundis usually made with‘ff’ at the endof short words (following a single vowel letter).
C The ‘f’ soundcan be made with ‘ph’ in longer or less common words.
fat fell fill for fun
staff Jeff cliff off stuff
graph elephant dolphin trophy photo
Stage 1 ‘w’, ‘wh’ sounding ‘w’ Word List 1:5
A In most words the ‘w’ sound is made with the letter ‘w’.
B The ‘w’ soundcan also be made with‘wh’. Most of the question wordsuse ‘wh’.
C There are no rules to help with other wordsthat use ‘wh’. You must learn them.
water went will below wood
what when which who where
whale wheel whip while white
Stage 1 Final ‘tch’, ‘ch’ sound Word List 1:6
A ‘tch’ is used at the end of words if it followsa single short vowel.
B ‘ch’ is used at the end of words if it followsa consonant (very often ‘n’).
C ‘ch’ is used at the end of words if it followsa long vowel sound(or a two vowelstogether).
catch fetch ditch notch hutch
branch bench pinch torch lunch
each reach beech coach touch
Stage 1 ‘v’, ‘ve’ sounding ‘v’ Word List 1:7
A Many Englishwordsstart with a ‘v’.
B Englishwords hardly ever end with a ‘v’. The final ‘v’ sound usually hasan ‘e’ added.
C Englishwords hardly ever end with a ‘v’. The final ‘v’ sound usually hasan ‘e’ added.
van vain vet vicar volt
have serve give solve curve
valve twelve live active evolve
Stage 1 ‘y’ sounding ‘ee’ Word List 1:8
A A ‘y’ at the end of a word often makesthe sound of long ‘e’ (ee).
B With short vowel soundsthe final consonant isoften doubledbefore the ‘y’.
C With long vowel soundsthe single consonant before the ‘y’ does not need to be doubled.
party very sixty story study
happy teddy silly potty funny

4. 4
lady baby tiny pony duty
Stage 1 Syllables Word List 1:9
A A syllable is like a ‘beat’ in the spoken word: ‘un’ (1 beat), ‘un-do’ (2 beats), ‘un-do-ing’ (3 beats).
B Eachsyllable must have at least one vowel or a ‘y’: ‘un-do-ing’.
C Words of more than one syllable often have an unstressed syllable in whichthe vowel sound is unclear.
ball day fish seed sun
football sunset goldfish water garden
basketball ladybird jellyfish flowerpot butterfly
Stage 1 Compound words Word List 1:10
A Compoundwordsare two wordsjoined together to make a longer word.
B Eachpart of a compoundwordis spelt as it wouldbe if it were on its own (footpath: foot-path).
C Eachpart of a compoundwordmust have at least one vowel or a ‘y’ in it (dustpan: dust-pan).
cannot below inside however undo
backpack treetop windmill footpath sunset
bathroom weekend dishcloth toothpick dustpan
Stage 1 ‘ai’, ‘ay’, ‘a-e’ sounding long ‘a’ Word List 1:11
A When two vowelsgo out walking the first one does the talking, so ‘ai’ makesa long ‘a’ sound.
B ‘y’ can act as a vowel, making the ‘a’ say its name (long ‘a’ sound).
C Magic (or silent) ‘e’ makesthe vowel ‘a’ say its name (long ‘a’ sound).
tail snail wait rain again
play tray sway stay stray
sale take name made shade
Stage 1 ‘ee’, ‘ea’, ‘e-e’ sounding long ‘e’ Word List 1:12
A Double ‘ee’ gives a long ‘e’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ea’ makesa long ‘e’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘e’ say its name (long ‘e’ sound). There are very few of these.
deep sheep sleep sweet street
seat treat dream steam reach
eve here these theme
Stage 1 ‘igh’, ‘ie’, ‘i-e’ sounding long ‘i’ Word List 1:13
A The letters ‘igh’ together make a long ‘i’ sound (eye). They are often followedby the letter ‘t’.
B When two vowelsgo out walking the first one does the talking, so ‘ie’ makesa long ‘i’ sound (eye).
C Magic (or silent) ‘e’ makesthe vowel ‘i’ say its name (long ‘i’ sound).
high sigh nigh fight light
tie pie lied cried dried
time nine shine slide smile
Stage 1 ‘ow’, ‘oa’, ‘o-e’ sounding long ‘o’ Word List 1:14
A ‘ow’ together can make a long ‘o’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘oa’ makesa long ‘o’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘o' say its name (long vowel sound).

5. 5
blow flow grow show snow
coat boat toad road moan
hope rope hole home stone
Stage 1 ‘ew’, ‘ue’, ‘u-e’ sounding long ‘u’ Word List 1:15
A ‘ew’ together make a long ‘u’ sound.
B When two vowelsgo out walking the first one does the talking, so ‘ue’ makesa long ‘u’ sound.
C Magic (or silent) ‘e’ makesthe vowel ‘u' say its name (long vowel sound).
new chew grew blew flew
true clue glue blue flue
tube cube tune rude mule
Stage 1 Vowel digraphs Word List 1:16
A When two vowelsgo out walking the first one does the talking (long vowel sound).
B When two vowelsgo out walking the first one does the talking (long vowel sound).
C When two vowelsgo out walking the first one does the talking (long vowel sound).
wait weak pie coat true
pain read tie soap blue
sail clean lie road clue
Stage 1 Magic ‘e’ Word List 1:17
A Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
B Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
C Magic (or silent) ‘e’ makesthe vowel say its name (long vowel sound).
shade here slime mole cube
shake these spine rose fuse
flame theme drive choke brute
Stage 1 Long ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ Word List 1:18
A The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
B The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
C The long vowel sounds ‘a’, ‘e’, ‘i’, ‘o’, ‘u’ can also be made using ‘ay’, ‘ee’, ‘igh’, ‘ow’, ‘ew’
pay weep high blow blew
clay keep right grow grew
away peep sight crow crew
Stage 1 ‘ie’, ‘y’, ‘oe’ sounding long ‘ee’, ‘i’, ‘o’ Word List 1:19
A ‘ie’ can make along ‘ee’ sound(but also a long ‘i’ soundso be careful: pie/tie).
B A final ‘y’ can make a long ‘i’ sound(but also a long ‘ee’ sound so be careful: baby/only).
C ‘oe’ can make a long ‘o’ sound. There are not many of these words.
chief brief thief field belief
my spy fly cry sky
toe hoe doe Joe oboe
Stage 1 ‘oo’ sounding ‘oo’, ‘u’ Word List 1:20
A ‘oo’ most often makesa long ‘oo’ sound(often before ‘n’, ‘m’ and ‘l’).

6. 6
B ‘oo’ can give a short ‘u’ sound (often before ‘d’ and ‘k’). Note: accent make affect pronunciation.
C ‘oo’ can make a long ‘oo’ or a short ‘u’ sound. The rulesdo not alwaysapply.
moon soon room tool fool
wood good look took shook
boot foot shoot food wool
Stage 1 Long and short ‘ow’ sound Word List 1:21
A ‘ow’ can make a long ‘o’ sound.
B ‘ow’ can make a short sound. This is usually at the end of a wordor before ‘n’ or ‘l’.
C The short ‘ow’ soundis also made using ‘ou’. This is usually in the middle of a word or before ‘nd’.
own low slow crow snow
owl howl now down town
out shout mouth round sound
Stage 1 ‘oi’and ‘oy’ Word List 1:22
A ‘oi’ is often used in the middle of a word.
B ‘oi’ is never used at the end of an Englishword.
C ‘oy’ is often usedat the end of a wordor syllable.
boil soil spoil coin join
voice choice noise avoid toilet
boy toy enjoy loyal royal
Stage 1 ‘ar’ and ‘or’ Word List 1:23
A ‘ar’ is often used at the end of a word.
B ‘ar’ is often used in the middle of a word.
C ‘or’ is often used in the middle or at the end of a word.
bar car far jar star
art part start dark park
for form born short cork
Stage 1 ‘or’, ‘aw, ‘au’ sounding ‘or’ Word List 1:24
A If ‘or’ is at the endof a word an ‘e’ is often added.
B ‘aw’ makes a sound like ‘or’. It is often used at the end of a wordand often before the letter ‘l’ or ‘n’.
C ‘au’ makesa sound like ‘or’. It is never used at the end of a word. They tend to be less common words.
more wore shore score before
saw draw bawl crawl yawn
haul Paul cause pause launch
Stage 1 ‘er’, ‘ir’, ‘ur’ sounding ‘er’ Word List 1:25
A ‘er’ is used in the middle of some words(very often at the end but witha slightly different sound).
B ‘ir’ is often usedin the middle of a word. There are no rules andso must just be learnt.
C ‘ur’ is often used in the middle of a word. There are no rules and so must just be learnt.
herd fern kerb herb term
bird dirt first girl twirl
burst burn turn curl hurt

7. 7
Stage 1 ‘air’, ‘are’, ‘ear’ sounding ‘air’ Word List 1:26
A ‘air’ alwaysmakesthe sound‘air’.
B ‘are’ often makesthe sound ‘air’.
C ‘ear’ can make the sound‘air’. It more often makesthe sound‘ear’ (near, dear, hear etc).
fair hair pair stair chair
bare care dare stare share
bear pear wear tear swear
Stage 1 Suffix ‘s’, ‘es’ for plurals Word List 1:27
A For most nouns(naming words): just add ‘s’ to make the plural.
B Nounsending in a hiss sound ‘sh’: add ‘es’ to make an extra syllable andmake it easier to say.
C Nounsending in a hiss sound: ‘ch’: add ‘es’ to make an extra syllable andmake it easier to say.
taps pens pins tops cups
ashes lashes dishes wishes bushes
matches peaches ditches coaches punches
Stage 1 Suffix ‘ing’, ‘ed’, ‘er’ Word List 1:28
A For most verbs (doing words): just add ‘ing’ for the present tense (doing now).
B For most verbs (doing words): just add ‘ed’ for the past tense (have done).
C Adding ‘er’ to verbs(‘doing’ words) turns them into nouns(naming words).
playing kicking winking jumping hunting
played kicked winked jumped hunted
player kicker winker jumper hunter
Stage 1 Suffix ‘er’, ‘est’ Word List 1:29
A In wordsending with two consonantsthe suffix isadded without changing the root word.
B The suffix ‘er’ formsthe comparative (comparing two things).
C The suffix ‘est’ formsthe superlative (comparing three or more things).
fast fresh quick short dull
faster fresher quicker shorter duller
fastest freshest quickest shortest dullest
Stage 1 Prefix ‘un’, ‘dis’ Word List 1:30
A The prefix ‘un’ means‘not’ or ‘opposite’. When added it gives the word the opposite meaning.
B The prefix ‘un’ means‘not’ or ‘opposite’. When added it gives the word the opposite meaning.
C The prefix ‘dis’ also means‘not’ or ‘opposite’. It gives the wordthe opposite meaning.
unarm uneven unfit undo unlucky
unhappy unwell unlike unlock unused
disarm disagree dislike disown distrust
PUNCTUATION
AND GRAMMAR
Text Structure Sentence Construction Word Structure/Language Punctuation Terminology
Planning Tools: Story map / story mountain
(Refer to Story-Type grids)
Plan opening around character(s), setting, time
of day andtype of weather
Introduce:
Types of sentences:
Statements
Questions
Exclamations
Introduce:
Prepositions:
inside
outside
towards
across
Introduce:
Capital Letters:
Capital letter for names
Capital letter for the
personal pronoun I
Consolidate:
Finger spaces
Letter

8. 8
Understanding - beginning /middle /end to a
story
Understanding - 5 parts to a story:
Opening
Once upon a time…
Build-up
One day…
Problem / Dilemma
Suddenly,../ Unfortunately,…
Resolution
Fortunately,…
Ending
Finally,….
Non-fiction:
(Connectives and Sentence Signposts
document for Introduction and Endings)
Planning tools:
text map / washing line
Heading
Introduction
Opening factual statement
Middle section(s)
Simple factual sentencesarounda them
Bullet pointsfor instructions
Labelled diagrams
Ending
Concluding sentence
Simple Connectives:
and
or
but
so
because
so that
then
that
while
when
where
Also as openers:
While…
When…
Where…
-‘ly’ openers
Fortunately,…Unfortunately,
Sadly,…
Simple sentences e.g.
I went to the park.
The castle is haunted.
Embellished simple sentences
using adjectives e.g.
The giant had an enormousbeard.
Red squirrels enjoy eating
deliciousnuts.
Compound sentences using
connectives(coordinating
conjunctions)
and/or/ but/so e.g.
The children playedon the swings
and slid down the slide.
Spiders can be small or they can
be large.
Charlie hid but Sally foundhim.
It wasraining so they put on
their coats.
Complex sentences:
Use of ‘who’ (relative clause)
e.g.
Once upon a time there was a
little old woman who livedin a
forest.
under
Determiners:
the a my your an this that his
her their some all lots of many
more those these
Adjectives to describe
e.g. The old house…
The huge elephant…
Alliteration
e.g. dangerous dragon
slimy snake
Similes using as….as…
e.g. as tall as a house
as red asa radish
Precise, clear language to give
information e.g.
First, switchon the red button.
Next, wait for the green light to
flash...
Regular plural noun suffixes –s or –
es
(e.g. dog, dogs; wish, wishes)
Suffixes that can be added to verbs
(e.g. helping, helped, helper)
How the prefix un– changesthe
meaning of verbs and adjectives
(negation, e.g. unkind, or undoing, e.g.
untie the boat)
Full stops
Question marks
Exclamation marks
Speech bubble
Bullet points
Word
Sentence
Full stops
Capital letter
Simile – ‘like’
Introduce:
Punctuation
Question mark
Exclamation mark
Speechbubble
Bullet points
Singular/ plural
Adjective
Verbs
Connective
Alliteration
Simile – ‘as’

9. 9
There are many children who like
to eat ice cream.
‘Run’ - Repetition for rhythm
e.g.
He walkedandhe walkedandhe
walked.
Repetition for description
e.g.
a lean cat, a mean cat
a green dragon, a fiery dragon

10. 10
Writing Purposes
PERSUADE Formal letters Advertisements
Leaflets/ flyer/
pamphlet
Speeches
Balanced
arguments
Radio advert Book blurb Discussion Debate
INFORM/
EXPLAIN
Explanations Instructions News Reports Non-Chronological Reports
Encyclopaedia entry List of rules Interview Leaflet
Technical manual Recipe Review / sports review Information (eg history link)
Science investigation Directions / route planner Recount (report)
Technical instructions Article/ Magazine article
Eyewitness report
ENTERTAIN
Narrative Recount Poetry Descriptive Writing Play Script
Traditional Tale
Letter Free Verse (inc. Conversation,
Monologue, List Poems)
Fantasy Adventure
Postcard Visual Poems (Calligrams, Shape,
Concrete)
Story with patterned language
Personal diary entry Structured Poems(cinquain, quatrain,
couplets, rap, limerick, kennings,
haiku, tanka, renga, ballads, question
and answer poems)
Stories with familiar settings
Retell event
Myths
Biography
Legends Autobiography
Fables
Stories from other cultures
Adventure
Mystery
Issue / dilemma
 Wantedposter
 Diary entry of character
 Eyewitnessaccountas
character
Imaginary world / Sci-fi
Flashback/
Flashforwards