Litbridge Year 2 On-Ramp — Course at a Glance

A 4-week, classroom-ready creative narrative warm-up that bridges into the Junior course (Y3–4).

Who & When

  • Year band: Year 2
  • Duration: 4 weeks — 4 × 60-min lessons
  • Timetabling: inside the English/literacy block
Uses Litbridge printable worksheets; online activities are optional supports.

Big Ideas (On-Ramp)

  • Stories have a someone, a want, a problem and a fix.
  • Stories make readers and listeners feel something, and writers choose words to build that emotion.
  • Writers show character with doing words and a few useful details about what happens and how the character feels.
  • Clear writing needs sentences with capitals, full stops and ideas that are easy to follow.

Outcomes (Curriculum Language)

Students will:

  • plan and create a short personal-voice story with beginning, problem and simple resolution
  • use familiar time words, pronouns and simple conjunctions to link ideas and build cohesion
  • choose precise verbs and simple noun groups (with describing words) to add meaning
  • edit for capitals, full stops and basic spelling patterns, focusing on sentence sense
Maps to AC v9: English (Year 2) — AC9E2LA04, AC9E2LA06, AC9E2LE03, AC9E2LY02, AC9E2LY05, AC9E2LY08 covering early narrative creating, cohesion, language features, editing and sharing.

Weekly Flow (4-Week Version)

  • W1: What makes a story? Someone + want + problem + fix; say-then-write practice with feelings and time words
  • W2: Characters and setting; show with actions, senses and describing words; plan on a simple story map
  • W3: Draft a short 4–5 sentence narrative; use time words and neat sentences that flow
  • W4: Re-read aloud and edit (capitals/full stops, sentence sense); brave spelling; publish, share and reflect on progress
Designed as a bridge into Junior (Y3–4). Keep the completed booklet and Week 1 sample to show visible growth next term.

Lesson Pattern (each 60 min)

  • Warm-up (5) — oral rehearsal / quick write
  • Teach & Model (15) — mini-lesson with think-aloud
  • Guided (20) — worksheet step, story map or plan-together
  • Independent (15) — writing / editing from the scaffold
  • Reflect (5) — share one sentence / exit ticket about what changed

Assessment & Evidence

  • Diagnostic (W1): story start — sentence sense, capitals and full stops
  • Formative (W2–3): story map and draft check — ideas, verbs, cohesion (time words, pronouns)
  • Summative (W4): neat copy — structure, sentences, basic punctuation and willingness to revise
Simple student checklist included; teacher rubric is light-touch. Compare Week 1 and Week 4 samples to demonstrate visible progress in sequencing, detail and mechanics.

Differentiation (built-in)

  • Scaffolds: sentence starters, word banks, picture prompts and story map frames
  • Supports: talk-to-write with partner; adult scribe option for emerging writers
  • Extensions: stronger verbs, extra detail, a second attempt at the problem or fix
  • Access: print-friendly pages; optional handwriting lines and large-picture space

Materials

  • Mini-lesson slides (model texts, worked examples)
  • Student booklet (story map template, drafting and editing pages)
  • Word banks, sentence starters and picture prompts
  • Light rubric and student self-editing checklist
Next Step
View Year 3–4 curriculum alignment