Created by Kerry Moody s1
Created by Kerry Moody
Week Beginning: 30.1.2012 / PLC: What can I see at night? Space / Week: PLC 5Key Question: What are stars? Which star is the most important for our planet?
CLL focus: Reading; Writing; Handwriting PSRN focus: Calculating – Addition – Find 1 and 2 more
Time / Monday / Tuesday – OBSERVATION 10:35 / Wednesday / Thursday / Friday8:50 / Carpet session 1: Register and news from the weekend Introduce children to key question of the week. / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Celebration Assembly
9:15 / Physical Development :
See Separate planning – PE/Physical Development Medium Term Plan: Reception/Year 1 –Ball Skills
HLTA:
Setting up continuous Provision/ Outdoor Activities then
Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Outside Activities EY Playground
HLTA: Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Outside Activities EY
Playground
HLTA: Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers
HLTA: Outside Activities EY Playground
Adult Led Activity
Obj: Readers / observations
CT: Ind Readers
Children: MA Raindrop / Children: MA Rainbow / Children: LA Snowflake / Children: HA Sunshine
9.45 / Carpet session 2: PSRN CT/HLTA
Obj: Say the number that is 1 more than a given number. In practical activities & discussion begin to use vocab involved in addition.
Warm Up: Shuffle a set of 1-10 cards. Show one. Chn say the next no. then carry on counting until you say stop. Rpt with other cards.
Main Teaching Session:
Show chn 4 small world toys then hide them under a blanket. One more toy is going to go and hide under the blanket. How many will be under the blanket then? Chn show answer on their fingers/ number fan. Slide the extra toy under blanket. Record 4 + 1 = 5. Read it together. Then reveal the toys to check. (Counting all/counting on) Rpt with different no.s of toys up to 10 under the blanket, always adding 1. After a while ask/volunteer chn to write the matching addition.
EXT: adding 2 more / Carpet session 2: PSRN CT/HLTA
Obj: Say the number that is 1 more than a given number. In practical activities & discussion begin to use vocab involved in addition.
Warm Up: Roll a 1-6 numerical dice. Show me this no. on your fingers. What is the next no.? Show me. Rpt lots of times. Then just roll the dice, chn say the next no. each time.
Main Teaching Session: Set up a ‘rocket’ using 10 cushions, ask 4 chn to sit on the bus. How many are on the rocket? Say: 2 astronauts are going to get on the rocket. How many will be on the rocket then? Rpt, with two more chn getting on the rocket each time until the bus is full. Record some of the additions, e.g. 6 + 2 = 8. / Carpet session 2: PSRN CT/HLTA
Obj: See Wed for objectives
Warm Up: Shuffle a set of 5-10 cards. Show one. Chn count back from this no. to zero. Rpt counting back from other no.s.
Main Teaching Session: Need empty box with image of moon on the front. ‘Place 6 astronauts into the box then show 2 more. These astronauts are going to land on the moon. Show me 6 fingers & 2 more. How many altogether? Record: 6 + 2 = 8, then remove from box to check total. Ask a child to fly 2 more astronauts into the box. Chn show on their fingers how many astronauts are on the moon now. Record addition, then reveal to check. Rpt until 12 astronauts are on the moon. Remove all then put random no.s up to 10 on moon and add 2 more. Ask ind to come and record the number sentence to explain what has happened. / Carpet session 2: PSRN CT/HLTA
Obj: Say the number that is 1 more than a given number. In practical activities & discussion begin to use vocab involved in addition.
Warm Up: Use the 1-20 washing line to support counting back from 20. Rpt. Can any chn do this with their eyes closed?
Main Teaching Session: Ask a child to stand on number 5 on a large 1-12 floor no. track. Roll a large dice with 1 or 2 spots on each side and show the chn, e.g. 2. Samee is going make 2 jumps along the track. Where will he land? Show me on your fingers. Record the addition. Roll the dice and rpt. Rpt with different chn having 2 goes starting at numbers before 9.
10:00 / Adult Led Activity CT/HLTA
Obj: See Tues Main Teaching ob:
Say the next number (without counting from 1) Add 1 or 2 to any number up to 10. Read the corresponding addition. (ELG)
Prior Learning Check: Make sure chn are secure about the order of no’s before asking what comes before/after each no.
Shuffle and spread out on the table cards with additions: 2 + 1 = 3, 2 + 2= 4, 3 + 1 = 4, 3 + 2 = 5, 4 + 1= 5, 4 + 2 = 6, 5 + 1 = 6, 5 + 2 = 7, 6 + 1 = 7 and 6 + 2 = 8. Chn take it in turns to roll a 1-6 spotty dice and dice with 1 or 2 spots on each side. They say how many spots are on the 1st dice, and count on the 1 or 2 spots on the second dice. If they roll 1 on the 1st dice, they roll again. They look for an addition to match the pair of dice, and take the card if it is there. Continue playing until all cards are gone. Who collected the most cards? / Adult Led Activity CT/HLTA
Obj: Say the number that is 1 or 2 more than a given number. (40-60)
Draw a game track with no.’s from 1 to 12 in order. Each child puts a counter on 1. They toss a coin. If it shows heads they say the number that is one more, if it shows tails they say the number that is two more. If correct they more their counter to the correct number and collect this number of bricks! Rpt until all chn reach the end of the track. Who can build the biggest model? / Adult Led Activity CT/HLTA
Obj: Say the number that is 1 more than a given number. (40-60 mths)
Write 2 + 1 =, 3 + 1 = … 9 + 1 =. Shuffle, place face down in a pile. Ask a child to take one. Read it together. The child ‘acts’ out the addition using cubes, e.g. take 5 cubes, then 1 more to make 6, then writes the answer on the card. If correct they win a cube, if they can predict the answer before doing the addition they win a bonus cube! Rpt so that each of 4 chn have 2 turns. Shuffle the cards, place face up. A child secretly chooses a card, ‘acts’ it out, the others guess which card s/he chose.
Children: HA Giraffes / Children: MA Crocodiles / Children: MA Penguins / Children: LA Pandas / Children: CT Observations/ Identified Focus Groups from AFL
10:20 / PLAYTIME
10:35 / Carpet session 2: L&S / Carpet session 3: L&S / Carpet session 3: L&S / Carpet session 3: L&S / Carpet session 3: L& S
Objectives and success criteria: Every Day: Recall all previously learned GPCs .Sing alphabet song and point to letters. Read through high frequency words. / Learn and practise letters/sounds sh th ch ng p81.
Point to the letters in the alphabet while singing alphabet song p80.
Practise segmentation for spelling p88–91.
Read and write sentences using set 1 to 6 letters and no, go, the, and, to, I. Practise reading two-syllable words p94 / Practise all previously learned GPCs.
Practise blending for reading p85–88.
Practise reading high frequency words learned so far.
Teach reading the high frequency words are, see p91–93.
Practise reading and writing captions and sentences p 95–98
Teach reading are, see p91.
Teach ‘sh’ using phonics scheme.
Segmenting for spelling:
Phoneme frame p88: shop, ship, fish, shell, shed.
Countdown p86: shock, cash, bash, rush.
Demonstration writing p97 write the sentence: I am in such a rush to get to the shops. / Practice reading are, see p91.
Teach ‘ch’ using phonics scheme.
Segmenting for spelling: Phoneme frame p88: chop, chin, chuck, chill.
Blending for reading:
Countdown p86: much, chick, check, chug, such. Reading captions activity Drawing p95:
A man is rich if he has lots of cash. / Practice reading are, see p91.
Teach ‘th’ using phonics scheme.
Segmenting for spelling: Phoneme frame p88: then, them, that, this, with.
Blending for reading: Sentence substitution p86 using sentences on p104
Demonstration writing p97 write the sentence: A moth can be fat but its wings are thin. / Practice reading are, see p91.
Teach ‘ng’ using phonics scheme.
Segmenting for spelling:
Phoneme frame p88: long, sang, ping-pong, ring.
Blending for reading: Matching words and pictures p87 king, ring, sing.
Reading captions activity Drawing p95:
Sing a song to me. / Segmentation for spelling:
Full circle p90 using the words: ship, chip, chin, thin, fin, pin, pip, pop, shop, ship.
Blending for reading:
Sorting p88 between farm animals and zoo animals: lion, sheep, yak, cow, camel, zebra, pig.
Shared reading p97.
11:00 / Carpet Session 3: CLL CT/HLTA
Obj: Show an understanding of the elements of stories, such as main characters, sequence of events and openings. (40-60mths)
Read How to Catch a Star by Oliver Jeffers. Pause occasionally to discuss the story with children. When you reach the page with the reflection in the sea, ask chn what they think the star in the sea is. When you reach the page with the star on the shore, pause to ask what children think this star could be.
Some children may suggest starfish. Discuss whether children would like to have a star. / Carpet Session 3: CLL CT/HLTA
Obj: Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. (40-60mths)
Re -cap on events in story shared yesterday using video without sound on IWB. Show the sentence Once there was a boy and the boy loved stars very much (IWB screen 2). Ask chn to work with their learning partner to work out what the sentence says. Point at the different words and read the sentence together. Say a word, and ask a child to come and identify it. Who can show me ‘and’? Who can point at ‘stars’? Click on the ‘shuffle’ button to jumble up the words. Can children help to reorder the sentence? / Carpet Session 3: CLL CT/HLTA
Obj: Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Attempt writing for different purposes, using features of different forms. (40-60mths)
Display the words to Twinkle, Twinkle Little Star (IWB screen 3). Read or sing it together. Go through
and underline the parts that describe the star: twinkle, high, diamond. Discuss other words that could be used to describe stars. Help the children to think of some really good descriptive words and phrases – support this using visual cues through photographs and images. / Carpet Session 3: CLL CT/HLTA
Obj: Show an understanding of how information can be found in non-fiction texts to answer questions about where, who, why and how. (40-60mths) Demonstrate how to use a non-fiction book about stars to locate information. Model and discuss bibliographic features of non-fiction. Discuss stars being made of gas. Ask children to blow and feel the air coming out of their mouths. Air is a gas – you can’t see it but you can feel it. Explain that stars are huge balls of gas like our Sun. Our Sun is a star. If you were standing on the other side of the Milky Way, it would look like the stars that we see in the sky every night! / Carpet Session 3: CLL CT/HLTA
Obj: Write their own names and other things such as labels and captions, and begin to form simple
sentences, sometimes using punctuation. Begin to form recognizable letters. (40-60mths)
Re- read How to Catch a Star. Turn to the last page. Look at the boy with his star. Ask children to describe how they think he feels. Has he caught a real star? No. How do you know? Ask targeted chn from the guided reading session yesterday to share one fact about stars that they found out about.
Discuss what we know about real stars with a talking partner.
11:20 / Adult Led Activity CT/HLTA
Obj: Begin to be aware of the way stories are structured.
Begin to use talk to pretend imaginary situations.
Resources: How to Catch a Star by Oliver Jeffers, little boy figure, model trees, a rocket, a star.
Children work as a group using props to retell How to Catch a Star. Where does the boy look? What does he try to do to help him reach the star in the sky? Encourage children to act out the story using props.
Assessment Focus for Obs:
(Links to Could Target for Reading)
I can retell a story using props and story language. / Adult Led Activity CT/HLTA
Obj: Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom.
Give each child a set of word cards that make the sentence Once there was a boy and the boy loved stars very much. Each child arranges their cards to make the sentence. Girls can replace boy with girl. Discuss how we can all replace stars to make a new sentence. Each child writes a new word. Help with correct letter formation.
Assessment Focus for Obs:
I can read a familiar sentence and
adapt it by adding new words. / Adult Led Activity CT/HLTA
Obj: Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom.
Give each child a set of word cards that make the sentence Once there was a boy and the boy loved stars very much. Each child arranges their cards to make the sentence. Girls can replace boy with girl. Discuss how we can all replace stars to make a new sentence. Each child writes a new word. Help with correct letter formation.