Grange Primary EYFS Planning - KLEE Class - Week Beginning Monday 5th January- LITERACY – Dinosaurs
Green Group: / Sanuji, Mohra,Yonis,Diana,FaresBlue Group: / Hewad, Alisha, Daaniyaal, Victoria
Yellow Group: / Rehaan, Hashir, Yug, Maryama, Patryk
Orange Group: / Bashir, Samra, Alex, Luxi, Malak
Red Group: / Jamal, Timeea, Noor, Vanaiya, Hamada, Yusuf
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Monday 5th January / NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Tuesday 6th January / NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Weekly LOs & ELGs / Vocab & Questions
Wednesday 8th January / Must talk about Dinosaurs
Should name types of dinosaurs
Could describe dinosaurs / Recognise specific features of information texts
Engage with books through exploring
Find info in simple texts
Enjoys an increasing range of books.
Knows that information can be retrieved from books and computers.
Uses phonic knowledge to write words in ways which match their spoken sounds.
Write some irregular common words.
Write simple sentences that can be read by themselves and others. / Can you name the dinosaur?
What does the dinosaur do?
How could you write that?
Can you use a capital letter at the beginning of the sentence?
Can you use a full stop at the end of the sentence?
Can you find the dinosaur name on the word mat. / Show the children the ‘Dinosaur pictures for literacy’ teacher to model reading and saying the dinosaur names to the children and describing them. Talk about how the names sound funny and they are different from any other animal names that we know. Tell the children we will make a class dinosaur information book with lots of different dinosaurs inside it. Recap what an information books has- contents page, page numbers, information, index? Make a list of describing words about dinosaurs. Model writing one page.
Bev
L.I: Uses some clearly indentifiable letters to communicate meaning, representing some sounds correctly and in sequence. (AM)
Children to write information page about dinosaurs . Write about what the dinosaur looks like and what it eats etc.
Green, Blue, Yellow group
Extension- can you make a title page/ Contents page for our book?
Ourdha: Continues a rhyming string (To work with children identified on AM grid)
Plenary: Display a good piece of information writing. Ask chn to pick out information.
Denise - Outside: See separate plan.
Guided reading: Yellow Group -Continues a rhyming string/hears and says initial sounds in words. (AM focus) / Children can talk about a dinosaur
Children can describe and write a dinosaur
Children can seek information by reading and write about a dinosaur. / M:
To practise counting in two’s –What comes next in the number pattern?
LIT.
Turn your name into a dinosaur name.
UW /IWB
http://www.kidsdinos.com/dinosaur-games/dinosaur-match.php match the dinosaurs
EAD: Children to make a collage dinosaur
PSED: Talk to the ch. about dinosaurs and show them dinosaurs information books .
PD:
Walk like a dinosaur.
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Thursday 9th January / Must talk about Dinosaurs
Should name types of dinosaurs
Could describe dinosaurs / Recognise specific features of info-rmation texts
Engage with books through exploring
Find info in simple texts
Enjoys an increasing range of books.
Knows that information can be retrieved from books and computers.
Uses phonic knowledge to write words in ways which match spoken sounds.
Write some irregular common words.
Write simple sentences that can be read by themselves and / Can you name the Dinosaur?
What does the Dinosaur do?
How could you write that?
Can you use a capital letter at the beginning of the sentence?
Can you use a full stop at the end of the sentence?
Can you find the dinosaur name on the word mat. / Whole Class:
Recap some Dinosaurs that we learned yesterday. Do you remember their names? Tell the children they will be learning more information about Dinosaurs today. Show and read ‘All about dinosaurs’ power-point. Recap what an information books has- contents page, page numbers, information, index? Refer to list of describing words we created yesterday. Model writing one page.
Bev
To hear and say initial sounds in words. (To work with children identified on AM grid)
Children to write about dinosaurs
Red and Orange groups
Ourdha – Can segment sounds in simple words and blend them together and knows which letter represents some of them. (To work with children identified on AM grid)
Plenary: Display an information page. Ask chn ‘Is this a good piece of work?’ Why?
Denise - Outside – See separate plans
Guided reading: Orange group
Continues a rhyming string/hears and says initial sounds in words. (AM focus) / Children can talk about a dinosaur
Children can describe and write a dinosaur
Children can seek information by reading and write about a dinosaur. / M:
To practise counting in two’s –What comes next in the number pattern?
LIT.
Turn your name into a dinosaur name.
UW /IWB
http://www.kidsdinos.com/dinosaur-games/dinosaur-match.php match the dinosaurs
EAD: Children to make a collage dinosaur
PSED: Talk to the ch. about dinosaurs and show them dinosaurs information books .
PD:
Walk like a dinosaur.
Term 2 Week 7
Topic: Stories and Celebrations
Literacy
15TH-19TH Dec / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Friday 20th December / Must talk about Dinosaurs
Should describe how dinosaur talk
Could know what a speech bubble is. / Talk about similarities and differences with Dinosaur they have learned about.
Gives meanings to marks they make as they draw, write and paint.
Uses phonic knowledge to write words in ways which match their spoken sounds.
Write some irregular common words.
Write sentence that can be read by themselves and others. / Tell me about what you do?
Can you be a dinosaur?
Who are your Dinosaur friends?
What do dinosaurs say?
How do Dinosaurs speak? / KUW Whole Class: Tell the chn they will be Dinosaurs. Linking to the Dinosaur Museum role play, act how Dinosaurs move, eat, sleep and talk. In talk partners talk about what they like to talk to in a dinosaur voice. Explain what a Speech bubble is- tells you what the person is saying. Teacher to model what a Dinosaur may say to their friend in a speech bubble.
Children to write speech bubble.
Bev Gives meaning to marks they make and draw(AM focus)
LA- letters to represent the words they are trying to write.
MA- write words in the speech bubble
Ourdha
Attempts to write simple sentences in a meaningful context. (AM focus)
HA- write a sentence with a Capital letter and full stop inside the speech bubble.
Denise – Outside – see separate plans.
Guided reading: Red Group
Continues a rhyming string/hears and says initial sounds in words. (AM focus) / Children are able to write recognisable letters
Children are able to record initial sounds.
Children are able to say what a speech bubble is.
Children are able to read back their speech bubble.
Children are able to use Capital letters and full stops / M:
To practise counting in two’s –What comes next in the number pattern?
LIT.
Turn your name into a dinosaur name.
UW /IWB
http://www.kidsdinos.com/dinosaur-games/dinosaur-match.php match the dinosaurs
EAD: Children to make a collage dinosaur
PSED: Talk to the ch. about dinosaurs and show them dinosaurs information books .
PD:
Walk like a dinosaur.
Grange Primary EYFS Planning Reception Class - MATHS
Term 3 Week 1Topic: Dinosaurs
Maths
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Monday 5th January / NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Tuesday 6th January / NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Wednesday 7th Januaru / Must recognise numbers to 10 count out the appropriate number of objects and write numerals to 10.
Should begin to solve problems involving addition with support.
Could begin to solve problems involving addition independently. / Children solve problems involving addition.
ELG – Number
Firm Foundations
Create and name sets of 9 and 10 objects. (LA Children) / Problem
Add
Addition
Altogether Makes
Equals
Can you draw the problem?
Can you write a number sentence. / Warm Up
Introduction
Count up to 20 and back again. Point to number line.
Remind children of work we did last term on addition. Tell children we are going to be doing some problem solving involving addition. Show children problem on wb. Demonstrate how to draw a picture to show the problem and how to write a corresponding number sentence.
Children to do differentiated number problem sheets. Cut out problem – stick in books – draw picture of problem, write a number sentence and work out the answer.
Bev:
HA: Children to work on problems involving numbers up to 20. (PC1)
MA Children to work on problems involving numbers up to 10 (PC2)
Ourdha
LA: Children to work on number recognition.
To work with (Hamada, Malak, Timeea, Jamal, Samra, Vanaiya, Luxi, ?Hashir ?Noor)
Denise: Outside - see separate plans.
Plenary
Look at one of the problems and ask child how they solved the problem. / Children can identify numbers to 10.
Children can count 1:1 to 10.
Children are able to write numbers to 10.
Children can do problems involving addition.
Children can show how they have worked out the problem. / M:
To practise counting in two’s –What comes next in the number pattern
LIT.
Turn your name into a dinosaur name.
UW /IWB
http://www.kidsdinos.com/dinosaur-games/dinosaur-match.php match the dinosaurs
EAD: Children to create their own dinosaurs.
PSED: Talk to the ch. about dinosaurs and show them dinosaurs information books .
PD:
Walk like a dinosaur.
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January / What do we want the children to learn? / How will we enable this learning to take place? / Success Criteria / Resources to support exploration & extension within the foundation unit and Cross-Curricular Links
Day / Targets / Weekly LOs & ELGs / Vocab & Questions
Thursday 8th January / Must recognise numbers to 10 count out the appropriate number of objects and write numerals to 10.
Should begin to solve problems involving subtractionwith support.
Could begin to solve problems involving subtraction independently. / Children solve problems involving subtraction
ELG – Number
Firm Foundations
Create and name sets of 9 and 10 objects. (LA Children) / How many left,
Take away
Subtraction
Equals
Leaves / Warm Up
Introduction
Count up to 20 and back again. Then do partner counting to 20. Remind children of the work that they did yesterday on problems solving. Tell children that we are going to be doing problems involving subtraction today. Remind children of how we do subtraction and write subtraction sentences. Show children a problem involving subtraction – demonstrate how to draw a picture and how to write a subtraction sentence Children then to solve differentiated problems involving subtraction.
Bev:
HA: Children to work on problems involving numbers up to 20. (PC3)