You Will Need
Texts
The Children's Step-by-Step Cookbook: A Complete Cookery Course for Children by Angela Wilkes, however it is possible to use any age appropriate cookbook
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English Blocks or English Plans?
Which to use: Hamilton’s new flexible English blocks or our adaptable weekly plans?
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Free English Resources on Hamilton
Find out which Hamilton English planning resources you can access for free.
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Hamilton Group Readers
Hamilton have produced books in printed and digital formats specially for children to read in small groups.
Non-fiction
English Year 2 Autumn Instructions
Cooking
Get cooking with The Children's Step-by-Step Cookbook. Explore recipes, use commas for lists and investigate sentence types. Write new recipes for a class cookbook.
We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.
‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.
Unit 1 Core: Explore the purpose and structure of recipes
(suggested as 4 days)
Objectives
Spoken language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
Word reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Read accurately by blending the sounds in words.
-- Read accurately words of two or more syllables.
-- Read further common exception words.
-- Read most words quickly and accurately.
-- Read aloud books closely matched to their improving phonic knowledge.
-- Re-read books to build up their fluency and confidence in word reading.
Comprehension
-- Be introduced to non-fiction books that are structured in different ways.
-- Participate in discussion about books that are read to them and those that they can read for themselves.
-- Listen to, discuss and express views about non-fiction.
-- Explain and discuss their understanding of written material, both those that they listen to and those that they read for themselves.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.
-- Check that the text makes sense to them as they read and correct inaccurate reading.
Composition
-- Write for different purposes.
-- Plan or say out loud what they are going to write about.
Teaching and Activities
Day 1 Teaching
Display the front cover of a children’s cookbook. Say that it is a special type of instruction book called a recipe book. Read and enjoy a selection of recipes, from the cookbook. Say the children will read a range of recipes and discuss their features.
Activity
Children work in mixed ability pairs. Give each pair a range of recipes and a set of discussion questions. Children read through each recipe and use the questions to discuss them. Help the children to find and identify common features in the recipes.
Day 2 Teaching
Display a simple recipe. Identify each textual feature and where it is located. Consider how each feature helps the reader to use the recipe successfully. Say the children will sort a mixed up recipe into the correct format.
Activity
Children work in ability pairs. Give each pair a jumbled recipe and a recipe template. Children cut out and read each section of text, before putting it into the correct position on the recipe template.
Day 3 Teaching
Say the children will work in groups to follow a recipe. Display a recipe and read it aloud. Identify the ingredients and utensils and check that children understand each step and any cooking terms. Explain that children will have their own copies to follow today.
Activity
Children work in mixed ability groups of three. Give each group a copy of the recipe from the Input, along with the ingredients and utensils they need to complete the recipe. Children read and follow the instructions to complete the recipe.
Day 4 Teaching
Display the recipe, used during the Input of Day 3. Identify the features of an effective recipe. Consider how to adapt the content of the recipe for a younger audience. Use a blank recipe template to rewrite the revised recipe. Read it aloud, using correct intonation.
Activity
Children work in mixed ability pairs. Give each child a copy of the recipe used on Day 3 and a recipe template. They consider how to adapt the recipe to make it more suitable for a younger audience. Children orally prepare their writing and then rewrite the recipe.
Unit 2 SPAG: Sentence forms: statements and commands
(suggested as 3 days)
Objectives
Spoken language
-- Maintain attention and participate actively in collaborative conversations, initiating and responding to comments.
-- Use spoken language to develop understanding through exploring ideas.
Transcription
-- Form lower-case and capital letters of the correct size.
-- Start using some of the diagonal and horizontal strokes needed to join letters.
-- Use spacing between words that reflects the size of the letters.
Composition
-- Plan or say out loud what they are going to write about.
-- Re-read to check that their writing makes sense and that verbs to indicate time are used correctly.
-- Write about real events.
-- Encapsulate what they want to say, sentence by sentence.
Grammar
-- Learn how to use sentences with different forms: statement, question and command.
-- Learn how to use familiar punctuation correctly, including full stops and capital letters.
-- Use and understand the grammatical terminology in Appendix 2 in discussing writing.
You Will Need
Texts
The Children's Step-by-Step Cookbook: A Complete Cookery Course for Children by Angela Wilkes, however it is possible to use any age appropriate cookbook
Teaching and Activities
Day 1 Teaching
Display and read a recipe. Say that some sentences give information (statements) and that others tell readers what to do (commands). Locate and read examples of each type of sentence in the recipe. Say that the children will read and sort sentences by type.
Activity
Children work in ability pairs. Give each pair of children a selection of sentences. They cut out, read and sort the sentences into statements and commands (and questions).
Day 2 Teaching
Display and read information about kitchen etiquette. Locate examples of statements and commands. Say that command sentences usually begin with a verb. Select a statement and orally convert it into a command. Use correct punctuation to write the command.
Activity
Children work in mixed ability pairs. Give each pair a selection of statements. They read the statements and then orally convert them into commands. Children use correct punctuation to write each command sentence.
Day 3 Teaching
Say the children will write commands that instruct how to wash their hands. Orally compose a set of appropriate command sentences. Perform the commands and review the sequence. Use correct punctuation to write numbered command sentences.
Activity
Children work independently. Give each child an instruction writing template. They orally prepare a set of commands that instruct how to wash hands. Children use correct punctuation to write a set of numbered commands. They re-read and edit it if necessary.
Unit 3 Comprehension: Instructional language in recipes
(suggested as 4 days)
Objectives
Spoken language
-- Listen and respond appropriately to adults and their peers.
-- Articulate and justify answers, arguments and opinions.
-- Use spoken language to develop understanding through speculating and exploring ideas.
-- Maintain attention and participate actively in collaborative conversations.
Word reading
-- Continue to apply phonic knowledge and skills as the route to decode words.
-- Read accurately by blending the sounds in words.
-- Read further common exception words.
Comprehension
-- Be introduced to non-fiction books that are structured in different ways.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.
-- Participate in discussion about books.
-- Listen to, discuss and express view about non-fiction.
-- Explain and discuss their understanding of books and other material.
-- Check that the text makes sense to them as they read.
Transcription
-- Form lower-case and capital letters of the correct size, orientation and relationship to one another.
-- Use spacing between words that reflects the size of the letters.
Composition
-- Write down ideas and/or key words, including new vocabulary.
-- Evaluate writing with the teacher and other pupils.
-- Proof-read to check for errors.
-- Write for different purposes.
-- Say out loud what they are going to write about.
-- Encapsulate what they want to say, sentence by sentence.
Grammar
-- Use familiar punctuation correctly, including full stops and capital letters.
-- Learn how to use sentences with different forms: statement, question and command.
You Will Need
Texts
The Children's Step-by-Step Cookbook: A Complete Cookery Course for Children by Angela Wilkes, however it is possible to use any age appropriate cookbook
Group Readers
Animal Recipes
Websites
Binding single pages together from
www.wikihow.com/Bind-a-Book
Teaching and Activities
Day 1 Teaching
Display the front cover of Animal Recipes. Say the children will read and discuss a range of different recipes. Identify strategies to read unfamiliar words. List them. Read a recipe and model how to use the strategies successfully.
Activity
Children work in ability pairs. Give each pair a copy of Animal Recipes, or an alternative text pitched at their reading level. They use the strategies from the Input to read a selection of recipes. Children identify features/patterns common to each recipe.
Day 2 Teaching
Display, read and discuss the glossary from a cookbook. Tell the children a glossary is a guide to the special terms that cooks use most often, which readers can refer to if they do not understand them. Say the children will create their own glossary.
Activity
Children work in mixed ability pairs. Give each pair a selection of cooking terms and their associated definitions. They cut out, read and match each word and definition. More able can then try writing their own definitions for different words.
Day 3 Teaching
Say you have found a very badly written recipe, which needs to be edited. Display the recipe. Read it carefully, enjoy the humour and identify the mistakes. Demonstrate how to edit and improve the recipe. Say the children will proofread and improve a different recipe.
Activity
Children work in mixed ability pairs. Give each pair a recipe full of mistakes. The children read the recipe, discussing how to improve it. Children edit the recipe to reflect their best ideas.
Day 4 Teaching
Enjoy Animal Recipes. Tell the children they will use neat handwriting to compose a recipe for an animal. Display and read a recipe for a salad. Notice the features of the recipe and emphasise the precise language. Consider which animals would enjoy eating a salad.
Activity
Children work in mixed ability pairs. Give each pair of children a recipe template. They select an animal and orally compose, edit and refine and rehearse a suitable recipe. Children use neat handwriting to write their ideas as a correctly formatted recipe.
Group Readers
Animal Recipes
A selection of simple recipes for tasty treats. Follow the instructions to make cheesy toast for Mouse or crispy cakes for Badger. This colourful book will show children how instructional texts are laid out in a fun and engaging way.
You can purchase printed copies of this Group Reader from Hamilton Education.
Unit 4 SPAG: Use commas for lists
(suggested as 3 days)
Objectives
Composition
-- Write for different purposes.
-- Encapsulate what they want to say, sentence by sentence.
-- Plan or say out loud what they are going to write about.
-- Proof-read to check for errors in spelling, grammar and punctuation.
Grammar
-- Learn how to use both familiar and new punctuation correctly, including full stops, capital letters and commas for lists.
-- Use and understand the grammatical terminology in Appendix 2 in discussing their writing
-- Learn how to use statements.
You Will Need
Texts
Included in resources
Optional texts
The Children's Step-by-Step Cookbook: A Complete Cookery Course for Children by Angela Wilkes, however it is possible to use any age appropriate cookbook
Teaching and Activities
Day 1 Teaching
Display and identify a range of common cooking equipment. Tell the children you will write a sentence that includes list of the equipment. Orally prepare a suitable sentence. Write the sentence, remembering to use commas to separate each item in the list.
Activity
Children work in ability pairs. Give each pair a selection of sentences with missing commas. They read each sentence and add commas in the correct position. Children re-read their writing using an appropriate intonation.
Day 2 Teaching
Tell the children they will do research to discover people’s favourite foods. Select a food and ask which children enjoy eating it. Orally prepare a sentence and use correct punctuation to write the sentence. Notice the list of people and the position and purpose of each comma.
Activity
Children work in ability pairs. Give each pair a selection of research questions. They read each and ask their peers for the information they need to answer it. Children orally prepare their response as a complete sentence, before using correct punctuation to write it.
Day 3 Teaching
Display a vertical list. Consider different ways to group the items. Select one suggestion and orally compose, edit and rehearse a suitable sentence. Note the position and purpose of each comma. Say the children will read some lists and write sentences about them.
Activity
Children work independently. They choose from a selection of lists, read them and think carefully about a way of writing about them. Children orally prepare, edit and rehearse suitable sentences, before using correct punctuation to write them into their book.
Unit 5 Composition: Publish a recipe
(suggested as 4 days)
Objectives
Spoken language
-- Listen and respond appropriately to adults and their peers.
-- Ask relevant questions to extend their understanding and build vocabulary and knowledge.
-- Give well-structured descriptions and explanations.
Transcription
-- Apply spelling rules and guidelines.
-- Spell common exception words.
-- Form lower-case and capital letters of the correct size relative to one another.
-- Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
Composition
-- Plan or say out loud what they are going to write about.
-- Write down key words, including new vocabulary.
-- Encapsulate what they want to say, sentence by sentence.
-- Write for different purposes.
-- Re-read to check that their writing makes sense.
-- Proof-read to check for errors in spelling, grammar and punctuation.
-- Read aloud what they have written with appropriate intonation to make the meaning clear.
Grammar
-- Use sentences with different forms: commands.
-- Learn to use both familiar and new punctuation correctly, including full stops and capital letters.
You Will Need
Texts
The Children's Step-by-Step Cookbook: A Complete Cookery Course for Children by Angela Wilkes, however it is possible to use any age appropriate cookbook
Teaching and Activities
Day 1 Teaching
Identify special family or favourite recipes. Say that each child will plan the topping for a pizza recipe. Display a pizza recipe. Consider which toppings are the children’s favourites. List them. Demonstrate how to draw a pizza and label the toppings.
Activity
Children work in mixed ability groups. Give each child a planning template. Children use the prompts to help facilitate a group discussion about their favourite pizza toppings. They draw and label a pizza design to indicate their topping choice.
Day 2 Teaching
Display the labelled pizza drawing from Day 1. Identify the toppings. Say the children will write instructions how to add the toppings to a pizza base. Orally compose, refine and rehearse sequenced commands. Use correct punctuation to write each sentence.
Activity
Children work independently. Give each child a pizza recipe template and the plan they completed on Day 1. They orally compose, refine and rehearse instructions to add a topping to a pizza base. They use correct punctuation to write each command.
Day 3 Teaching
Display the instructions, written during the Input of Day 2. Say the children will finish writing the recipe. Read the instructions aloud. Identify the ingredients and the necessary utensils. List them. Write a title for the recipe and a suitable hint/tip to complement the recipe. Activity
Children work independently. Give each child the recipe they began on Day 2. They use correct punctuation to write a title for the recipe, a list of the ingredients and utensils, and suitable a hint or tip. They re-read and check the whole recipe and edit it if necessary.
Day 4 Teaching
Display the recipe, written during the Input of Day 3. Read the recipe and check the spelling, grammar, punctuation and vocabulary. Model how to edit the writing appropriately. Use neat and fluent handwriting to re-write the recipe and publish it.
Activity
Children work independently. Give each child the recipe template from Day 3 and a blank recipe template. They re-read their recipes and edit and improve their writing. Children use neat handwriting to re-write the recipe ready to share.