NB This file was corrupt on the server – I have extracted the text as best I can, but it needs a nice patient person to put it back into boxes along the lines of other files in the series

LITERACY HOUR: Weekly Plan

Class: Year 1 Term: Spring Date: week 2

Text Level
9) to become aware of character and dialogue, e.g. by role-playing parts when reading aloud stories or plays with others;
15) to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text; / Text
What Made Tiddalik Laugh – Joanna Troughton / Word Level
PiPs Step 5 objectives
Focus clusters: br;
Sentence Level
4) to recognise full stops and capital letters when reading and understand how they affect the way a passage is read;

DAYSWhole Class WorkGuided WorkIndependent WorkPlenaryMon

Shared reading of ‘What Made Tiddalik Laugh’. Brainstorm a list of characters in the story. Hot Seat – with teacher in the role of Tiddalik, children to ask questions about what Tiddalik is like and why he did what he did

PiPs activities: Croaker (p.26) Phoneme Frame (p. 22)

Phonics activities: (differentiated according to ability) Sort words according to consonant cluster. Add in cluster to complete word. Word ladder to generate lists of words starting/ ending with focus cluster. Phoneme boxes.

Use enlarged copy of word ladder and invite children to give suggestions for each step.

Tues

PiPs activities: Washing Line (p.33) Cube Game (p.30)

Discuss the idea of a sentence with children. Brainstorm how they know if a group of words is a sentence or not. Have a mixture of sentences and incomplete sentences on card, give cards out to pairs who have to decide if it is a sentence or not. Ensure children focus on whether the sentence has a capital letter at the beginning and a full stop at the end.

In pairs children have sentences cut in half from the story that they have to match together to make a complete sentence. They check to see if the sentences have a capital letter at the beginning and a full stop at the end. Differentiate through number and complexity of sentences.

Target children to feedback to the class on the sentence they made, explaining their reasons. As a class check that the sentence has a capital letter at the beginning and a full stop at the end.

Weds

PiPs activities:

Quickwrite (p. 24)

Bingo (p.33)

Prepare cards with the jokes the animals told in the story or the actions that they did. Give each pair a card. Children to role-play the scene with one of them as the character and one as Tiddalik. Swap cards and children take on the opposite role.Use of differentiated writing frames for children to write about what the characters did to make Tiddalik laugh.

Select pairs to perform their role-play to class. Class to discuss expression and additional ideas gained about characters.

Thurs

PiPs activities: Fans (p.28) Silly Questions (p.31

Shared writing.

In pairs children to discuss what they know about platypus. Take feedback and write key words/ phrases around an enlarged picture. Teacher

demonstrate

writing a sentence that describes the platypus on the attached ‘wanted’ poster.

Using shared writing as a model, children list key words and phrases to describe Tiddalik. Discuss ideas with a partner. Add additional information to own brainstorm.

Fri

PiPs activities: Full Circle (p.29) Sound Buttons (p.30

Using a mixture of scribing and supported composition teacher completes the ‘wanted poster for platypus.

Using yesterday’s ideas children complete differentiated ‘wanted’ posters.

Target children to share information from a section of their poster. Is there other important information that should be added?