Literacy Session

Text: Willy the Wimp by Anthony Browne Week: 5 Term: 4
Teaching Sequence / Lesson: Monday / Lesson: Tuesday / Lesson: Wednesday / Lesson: Thursday / Lesson: Friday
Teaching focus
Setting the scene
(All students on floor. Teacher at front near easel and IWB)
5 mins approx
Secret sentence
(All students on floor. Teacher at front near easel)
10 mins approx / Understanding an idiom
Identify the goal of the lesson with the students
Introduce the texts by Anthony Browne. Explain that many Anthony Browne texts have a theme of change. Show Piggy Book, Changes and Willy the Wimp.
Secret Sentence: Our reading is so good we can reach the stars! / Reading strategy: reading on to the end of a sentence to check for meaning
Identify the goal of the lesson with the students:
“Today we are learning how to read on to the end of the sentence to help us work out what the word might be”
Secret Sentence: Food and exercise can make you strong! / Using adjectives to describe a character
Identify the goal of the lesson with the students:
“Today we are learning how to describe a character using interesting describing words words. These words are called adjectives.”
Secret Sentence: A hero is someone who does brave things. / Making an inference about a character
Show a picture of Willy on IWB. Make some predictions about his character using visual cues.
Identify the goal of the lesson with the students:
“Today we are learning how to find out more about a character in a story by looking very carefully at some of the words the author uses and the illustrations. This is called making an inference”
Secret Sentence: Willy is a shy and quiet gorilla.
(comment on: proper noun capital, “sh” in shy, “qu” in quiet and breaking “gorilla” into chunks to read)
[Quick grammar focus: Ask “Which words tell us “who”?”
“Which words tell us ”what” Willy was like?” and “Which word have I used as a “joining word”?”] / Time connectives and their purpose in sequencing a text
Identify the goal of the lesson with the students:
“Today we are learning how to read and write a text that happens over time and we will look closely at the special words that tell the order of time in the story”
Secret sentence: First, we will read a story and then we will do some writing.
Modelled Reading
15 mins approx
(All students on floor. Teacher at front near IWB) / Orientate students to the text. Explore/explain the use of idiom in opening sentence. Willy wouldn’t hurt a fly.
Read the text. Then display text extract on IWB. / Re read the text. Focus on newly introduced language and vocabulary as the text is read. Then display text extract on IWB. / Re read the text as students dramatise each part. Then display text extract on IWB. / Re read the text. Then display text extract on IWB.
Focus: Making an inference about Willy’s character using the text and illustration. / Have students assist in the retelling of the text as the teacher displays the illustrations. Then display text extract on IWB.
Reading activities
(Students at their desks in room then move to hoops on the floor near desks)
25 mins approx / Students complete a word sequencing activity based on text extract (an idiom), then move to literacy centres (on floor in hoops). / Students complete a word sequencing activity based on text extract, then move to literacy centres (on floor in hoops). / Students complete a labelling activity based on text extract, then move to literacy centres (on floor in hoops). / Students complete statement sorting activity based on text extract, then move to literacy centres (on floor in hoops)
Statement sorting: true/false comments about Willy. / Students complete a text sequencing activity based on text extract (with time connectives), then move to literacy centres (on floor in hoops).
Student reading
Literacy centres / Provision is made for opportunities for students to read a range of literary, factual and levelled texts in the classroom during the literacy session and the day.
Students engage in reading and writing activities such as, word games, word bingo, text reading and writing, story listening centre, literacy game or task on the IWB and spelling activities using a mini whiteboard. The centres change daily and occur whilst the teacher works with a guided reading group.
Guided Reading
(Teacher and 4 students at a desk)
10 mins approx / Teacher works with guided reading groups1 and 2 / Teacher works with guided reading groups 3 and 4 / Teacher works with guided reading groups 1 and 2 / Teacher works with guided reading groups 3 and 4
(only filming one group) / Teacher works with guided reading groups 1 and 2
Spelling
Focus
(integrated into writing and secret sentence) / w/ill/y
w/imp / d/ear
fr/om / w/ant / “sh” and “qu” / f/ir/st
th/en
Writing
Modelled writing
(All students on floor. Teacher at front near easel)
10 mins approx
Guided writing
(Teacher and students at desk) 10 mins
Independent writing
(All students at desks)
15 mins / Model a comment about the suburban gorilla gang and their antics. Students complete own letter whilst some students undertake a guided writing session with the teacher. / Model a letter to the suburban gorilla gang expressing our concern about their behaviour. Students complete own letter whilst some students undertake a guided writing session with the teacher. / Model a continuation of the letter to the suburban gorilla gang requesting that they apologise to Willy and Millie. Students complete own letter whilst some students undertake a guided writing session with the teacher. / Model a description of Willy using some of the inferences made during modelled reading. Students complete own description whilst some students undertake a guided writing session with the teacher. / Model a literary recount of the first part of the story. Focus on time connectives “First” “then”, “next” and “finally”
Students complete own description whilst some students undertake a guided writing session with the teacher.
Reflection/closure
(All students on he floor sitting in groups of 3, knee to knee in a triangle. Teacher at front on floor and then roaming near the groups of students)
6 mins approx / Students sit in a talking triangle (knee to knee) and share an example of something that they noticed which “changed” during the story. Some groups share with the whole class whilst teacher records the responses. / Students sit in a talking triangle (knee to knee) and reflect on what they now know about the suburban gorilla gang’s character. Some groups share with the whole class whilst teacher records the responses. / Students sit in a talking triangle (knee to knee) and use green hat thinking to devise other ways that Willy may have dealt with his predicament. Some groups share with the whole class whilst teacher records the responses. / Students sit in a talking triangle (knee to knee) and reflect on what they now know about Willy’s character. Some groups share with the whole class whilst teacher records the responses. / Students sit in a talking triangle (knee to knee) and share what they liked and what they found interesting in the text “Willy the Wimp”. Some groups share with the whole class whilst teacher records the responses.