Key Question: Where in the world would you like to go and how would you get there?
Time / Monday / Tuesday – Parents Evening / Wednesday– Parents Evening / Thursday – PPA PM / Friday8:50 / Carpet session 1: Register. Intro chm to key question of the week.
Assembly / 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 : CT
Obj: (MH30-50a, d, f, h; 40-60a, c, d, e, g; Eli, ii; HSc30-50a, b, c; ELGi)
Play the traffic light games with colours. E.g. Green – Move forward, Amber – Jump up and down on the spot; Red – Stop still like a statue. Adapt the activity by using percussion instruments instead of colours, e.g. claves, maracas and bells. (MH40-60 c, d; ELGi)
See separate planning sheet LCP Games Using equipment Lesson 6: Using large apparatus WALT To show control when crawling, climbing and sliding on large equipment. To travel around, under, over and through balancing and climbing equipment. To move confidently and safely in their own and general space, using changes of speed and direction. To know how to carry and place apparatus / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: Cont Prov/ Outside Act
TA RA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: : Ind Readers/Handwriting
TA RA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: : Ind Readers/Handwriting
TA RA: Cont Prov/ Outside Act
Adult Led Activity
CT: Ind Readers/Handwriting
TA LS: Cont Prov/ Outside Act
TA RA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
Key Vocab: time; day; week; month; birthday; holiday; special days; Christmas; Diwali; Ramadan; Mother’s Day; Father’s Day; Shrove Tuesday; Easter; morning; afternoon; evening; night; clock; watch; hands; breakfast; lunch; school time; bedtime; dinnertime; playtime; hometime; days of the week; weekend; months of the year; before; after; next; between.
9.45
TA
Setting up continuous Provision Indoor then Ind Readers
TA Setting up Outdoor Activities then
Ind Readers / Obj:SSM 40-60g, i
Warm Up: Give each child a set of numeral cards. Ask them to find number that comes before/ after/ in between 2 numbers.
Main Teaching Session:
WALT: Use the vocab of time and sequence familiar events.
Explain that today’s lesson is about time. Display the time activity cards depict familiar objects/ events. We use this at different times of the day? What can you see? When would you use that object/ do that activity? When might we use a toothbrush? Model and encourage appropriate use of vocabulary. Introduce special times such as birthdays, festivals, weekends – what do we need to know in order say when we do these – months of the year. Does anyone know the months of the year? Remind chn of particular times in the day: morning, evening, breakfast, lunchtime, teatime, playtime, bedtime, hometime – Can chn share experiences of routines/ activities they do at different times of the day? / Carpet session 2: Mathematics
Obj:SSM 40-60g, i
Warm Up: Ask chn to hold up their fingers to show the answers to adding & subtracting questions: 5 take away 0, 6 add 4; 3 add 1 more, how many altogether?; 7 subtract 7, how many are left
Main Teaching Session:
WALT: Know the days of the week in order.
Read a story book which has days of the week, e.g. The Very Hungry Caterpillar by Eric Carle. Hold up the flashcards & read out the days. Rpt, chn joining in. What did the caterpillar eat on Monday? What day came after Monday? What did he eat? Model writing a menu card from the chn’s responses Hang the days of the week on a washing line. Read along the line, point out how they all end in ‘-day’. Point out the 2 days when we don’t come to school. Point out today’s day, yesterday and tomorrow. / Carpet session 2: Mathematics
Obj:SSM 40-60g, i
Warm Up: Read a story involving telling the time to the hour, e.g What’s the Time, Mr Wolf? by Colin Hawkins
Main Teaching Session:
WALT: Begin to read o’clock time.
Go back through the story and ask chn to turn the hands of geared analogue clock to show each hour. Model and explain that the big hand points to the top to tell us that it is an o’clock time, the little hand points to the hour number. Chn move the big hand all the way round to next o’clock time. Explain that this is what the big hand does and an hour is quite a long time! Point out how little hand moves as big hand moves round clock once. Rpt for a digital clock. Point out how the 1st no. changes, and after the 2 dots there are always 2 zeros to show that this is an o’clock time. / Carpet session 2: Mathematics
Obj:SSM 40-60g, i
Warm Up: Hang the days of the week on the washing line and swap 2 days. Read along the line. Can chn spot which 2 days Muddles the puppet has muddled up? Rpt.
Main Teaching Session:
WALT: Begin to read o’clock time.
Use an analogue to support counting on in steps of one hour from 8 o’clock in the morning to 8 o’clock in the evening.
Show 8 o’clock on a geared clock. This is the time you might get dressed and have your breakfast. Move the big hand round the clock once. 9 o’clock. School starts! Together count on in steps of one to 12 o’clock. Lunchtime! … 3 o’clock. Home time! 6 o’clock. Teatime! And finally 8 o’clock. Bed time. Ask chn to stand in a space. Show 8 o’clock on the digital clock. Ask chn to show the time on an analogue clock using their arms! Rpt for 9 o’clock, 10 o’clock… 8 o’clock. Chn may show the time as it looks to them, and so the wrong way round to you!
Carpet session 2: Mathematics
Obj:
Warm Up:
Main Teaching Session:
WALT:
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
CT/ TA / CT/ TA / CT/ TA / CT/ TA
10:00 / Adult Led Activity
Obj:
EYFS MATHS
ASSESSMENT
ACTIVITIES
WITH CT / Adult Led Activity
Obj:SSM 40-60g, i
Working with an adult the chn make their own timeline for their day e.g. getting up, having breakfast, coming to school. .
Alternatively use the 6 sequencing pictures for chn to cut out and order. Ensure each child is able to talk about the activity shown and understand the order of events by referring to the appropriate vocabulary of time. / Adult Led Activity
Obj:SSM 40-60g, i
Give a small clock to each child. Shuffle a set of 12 cards with times to the hour written as 8 o’clock, etc. Chn take in turns to take a card and make their clock say that time. If correct they keep the card. Continue until there are no cards left. Who won most cards?
Children: CT Observations/ Identified Focus Groups from AFL / Children: LA Rainbow Fish
CT/TA/TA / Children: MA Hungry caterpillars
CT/TA/TA / Children: MA Elmers
CT/TA/TA / Children: HA Gruffalos
CT/TA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S Phase 3
· Sing alphabet song p80.
· Review high frequency words learned so far. a, at, as, is, it, in, an, I, and, on, not, into, can, no, to, get, got, the, back, put, go, his, him, of, dad, mum, up, off, had, we, me, be, he, she,
· Teach ‘sh’ using action/song
· Segmenting for spelling: Phoneme frame p88: shop, ship, fish, shell, shed.
· Countdown p86: shock, cash, bash, rush. / Carpet session 3: L&S Phase 3
· Sing alphabet song p80.
· Teach reading are, see p91.
· Teach ‘ch’ using action/song
· Segmenting for spelling: Phoneme frame p88: chop, chin, chuck, chill.
· Demo writing: I am in such a rush to get to the shops/ A man is rich if he has lots of cash. / Carpet session 3: L&S Phase 3
· Recall j/ v/ w/x/ y/z/zz/qu/sh/ CH PPT/ song
· Quickwrite – Phase 2 phonemes
· Teach ‘th’ using action/song
· Segmenting for spelling: Phoneme frame p88: then, them, that, this, with.
· Demonstration writing p97 write the sentence: A moth can be fat but its wings are thin. / Carpet session 3: L&S Phase 3
· Practise reading we, me, be, he, she, are, see p91.
· Teach ‘ng’ using action/song
· Segmenting for spelling:
· Phoneme frame p88: long, sang, ping-pong, ring.
· Blending for reading: Matching words and pictures p87 king, ring, sing.
· Full circle p90 using the words: ship, chip, chin, thin, fin, pin, pip, pop, shop, ship. / Carpet session 3: L&S Phase 3
· Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/j/v/w/x/y/z/zz/qu/sh
· Phase 3 Games in pairs.
· HFW Snakes and adders in Pairs.
· Buddy Reading Phase2/3 books
· Quiz – Revision of phase 3 phonemes
11:00 / Adult Led Activity: G. Reading/
G. Writing/ G. Talk
Obj: R ELGiiii; W ELGi, ii, iii
Guided Writing: Chn write a short message on a blank A5 sized postcard. Their message should describe where they are, who they are with and something they have seen. Start and finish their message appropriately with dear/to/love/from. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: W40-60h; ELGi, ii
Write own name and other things such as labels and captions. [W]
Use their phonic knowledge to write words in ways which match their spoken sounds. [W]
Write some irregular common words. [W]
Guided Writing: Chn write a list of items they will need to take on a summer holiday. Write the words in a suitcase. Write their name on the suitcase label using correct letter formation. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R40-60b; W40-60g, h
Hear and say the initial sounds in words. [R]
Write own name and other things such as labels and captions. [W]
Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. [W]
Guided Writing: Write a list/ draw pictures of five things (see resources) they would take on holiday with them. Write the initial letter of each word next to the picture. Write/copy their name.
Children: HA Gruffalos
CT/TA/TA / MA Hungry Caterpillars
CT/TA/TA / Children: MA Elmers
CT/TA/TA / Children: LA Rainbow Fish
CT/TA/TA / Children: CT Observations/ Identified Focus Groups from AFL
11:30 / Carpet Session 4: CLL
Obj: R40-60h; ELGi, iiii
WALT: Listen with attention to a story and recount some of the incidents in it.
Read chn Meerkat Mail by Emily Gravett. Return to page where Sunny has written a note telling ‘everyone’ he has left and that he promises to write. Read the letter with chn. Ask questions relating to the information on the letter. Why was he leaving? Who will he stay with? What did he pack? (toothbrush, bucket, toothpaste, stamps) How do chn think his friends and family felt when they found out he was gone?
LS – Phonics Assessment
RA – Individual Readers/ Tricky word assessment / Carpet Session 4: CLL
Obj: R40-60h; ELGiiii; W ELGi, iii
WALT: Write own postcard based on one read.
Return to Meerkat Mail. Who can remember the four things he packed? What did Sunny need stamps for? (He promised he’d write/for the postcards) Look again at the postcards in the story. How do they start or finish? (To/ Dear/ from/ love/ miss you/ wish you were here)
Model writing ‘Dear Mum/ Dad/ Nan’ on t/b. Write sentences with chn about what they have done/ will do at school today. End the letter with ‘love from’
LS – Phonics Assessment
RA – Individual Readers/ Tricky word assessment / Carpet Session 4: CLL
Obj: R40-60h; ELGiiii; S ELGiii; W ELGi, iii
WALT: Write postcard using correct layout and format.
Look again at postcards in story. Where is the message? (on back/to the left) Where is the address? (To the right) What is on postcard front? (picture) Show chn enlarged postcard (see resources). Ask chn to help you put in address & message in correct places on postcard. (Miss Jones, Class RJ, Glendale School, etc) Chn suggest what message says. Start ‘Dear… and end ‘Love from…’
LS – Phonics Assessment
RA – Individual Readers/ Tricky word assessment / Carpet Session 4: CLL
Obj:
WALT:
CT Observations/ Identified Focus Groups from AFL
LS – Phonics Assessment
RA – Individual Readers/ Tricky word assessment / Carpet Session 4: CLL
Obj:
WALT:
CT Observations/ Identified Focus Groups from AFL
TA: Spellings and
Handwriting Focus
CT/TA / CT/TA / CT/TA / CT/TA / CT/TA
11:50-12:00 / PSED/ Singing: Enjoy adding percussion and vocal sound effects a variety of songs and stories with a vehicle/ Journey theme. (EMM 30-50b; 40-60a, b; ELGi; BI30-50c, d, e; ELGii) http://www.dltk-kids.com/crafts/transportation/songs.htm