Created by Kerry Moody

Week Beginning: 22.4.2013 / PLC: My Wonderful World – Dinosaurs. What amazing animals can we find in our World? / Week: PLC2

Key Question:Which animals lived on Earth a long time ago?

Time / Monday –
SLT meeting 3:30pm / Tuesday -
KM Out All Day DW Cover / Wednesday –
KM Out Am DW Cover / Thursday / Friday
8:50 / 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 : DW
Obj: (MH30-50a, d; 40-60a, c, d, ELGi, ii, iii; HSc30-50f; 40-60c, d, e,f; ELGi, ii; links with C&L U30-50c; 40-60a, d; PSED SCSA30-50d; 40-60b; ELGi, iii) / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/HandwritingHLTA: : Ind Readers/Handwriting
TA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
TA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting
Adult Led Activity
Obj: Readers / observations
TA: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
9.45
CT: Assessment/ Ind Readers
TA
Setting up continuous Provision Indoor /Outdoor / Carpet session 2: Mathematics
Obj:N40-60e, j, k, m, n; ELGi, ii
Warm Up:Display a 1-20 track. Point to a number. Ask chn to say next number and carry on counting until the end of the track. Repeat questions as Monday.
Main Teaching Session:
WALT:Relate addition to combining 2 grps of objects; find totals by counting on begin to use the vocabulary involved in adding.
Show chn a collection of Dinosaurs. What could we do to find out how many there are altogether?Target ind to model accurately counting up to 10 objects.
Show chn 2 hoops and place 4 Dinosaurs into the first hoop. Add 2 more to the second hoop. How many are there now altogether?Show me 4 fingers, now 2 more. How many altogether? Model saying and writing 4 + 2 = 6 - read it together. Count all to check. Rpt with different nos. of animals up to 10, always adding 2. Ask chn to write the matching addition. / Carpet session 2: Mathematics
Obj:N40-60e, j, k, m, n; ELGi, ii
Warm Up:Shuffle a set of 1-20 cards. Show one. Chn say the next number, then carry on counting until you say stop. Rpt with other cards.
Main Teaching Session:
WALT:Relate addition to combining 2 grps of objects; find totals by counting on begin to use the vocabulary involved in adding.
Shuffle a set of 1-20 cards. Show one. Chn say the next number, then carry on counting until you say stop. Rpt with other cards.
Main Teaching Session:
Strategy4.html
Quick focus counting in fives. model counting in fives using hands. How many fingers on 1 hand? How many fingers on 2 hands altogether? How many fingers on 3 hands? What’s happening to the total answer each time? How many fingers are we adding on each time? / Carpet session 2: Mathematics
Obj:N40-60e, j, k, m, n; ELGi, ii
Warm Up:Sit chn in a circle. Give a teddy to a child saying ‘7’. They pass the teddy to the next child who says ‘8’ and so on round the circle. Rpt, counting on from different nos. <10, then between 10 and 20 as chn pass the bear round the circle.
Main Teaching Session:
WALT:Relate addition to combining 2 grps of objects; find totals by counting on begin to use the vocabulary involved in adding.
Show chn a tin/money box, and count in 6 pennies. How much is in the tin? Drop in 2 more pennies. And now? Show me 6 fingers, now show me 2 more. So 6 and 2 makes 8. Ask chn to check. Rpt with diff nos. of pennies up to 7 in the tin, adding 2, then 3 more, matching to fingers. Ask diff chn to check the amount each time. After the 1st few examples, write the matching addition, e.g. 4 + 3 = 7 and read it together: 4 add 3 equals 7, 4 and 3 makes 7. / Carpet session 2: Mathematics
Obj:N40-60e, j, k, m, n; ELGi, ii
Warm Up:Count on together as chn pass the teddy round the circle, but once past 10, shout ‘Change!’ Chn pass the teddy back round, all counting backwards. Change again at 5, and then at 20.
Main Teaching Session:
WALT:Relate addition to combining 2 grps of objects; find totals by counting on begin to use the vocabulary involved in adding.
Give one 11 to 20 card to each child. Display a 1-20 number track. Choose a number less than 18 on the track and ask a child to make a tower using that number of cubes. If we add two cubes to the tower, how many cubes will be in the tower then? Any chn with the answer hold up their card. Count on two using the track. Rpt adding 2, then 3 to nos. from 8 to 17.
Carpet session 2: Mathematics
Obj:N40-60e, j, k, m, n; ELGi, ii
Warm Up:On IWB - roll a 1-6 numerical dice. Show me this no. on your fingers. What is the next no.?What comes before/ after/ what’s 1 more/ 2more..? Show me. Then just roll the dice, chn say next no. each time. Repeat 1-10 dice.
Main Teaching Session:
WALT:Relate addition to combining 2 grps of objects; find totals by counting on begin to use the vocabulary involved in adding.
Give out numeral cards up to 20 and ask chn to build a tower of cubes to show their number. Ask 2 chn to stand up and compare the number of cubes in their tower. How many altogether? Who has the most/ least?Show timer on IWB – Model activity first: Tell the chn they have 1 minute to try and find a person with a tower which has one more cube than their own. Repeat for 2 more.
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
Adult Led Activity
WALT: I can add 1, 2 or 3 to any number to 20 by counting on.
Explain that we are going to use the Small World – Dinosaurs to make up our own addition stories like we did on Tuesday Play alongside chn/ repeat activity as in main session.
Observation and assessment - Look, listen and note
Can children count out a small number of objects accurately from a larger group? Are they able to read a numeral card and match that to a quantity of toys? Invite children to add two groups of animals together . How many when we add 1, 2, 3 more? Do chn count all/ count on? Can chn record own number sentences to represent mathematical thinking? / Adult Led Activity
WALT: Say the number that is 1 more/ 1 less than numbers up to 10Shuffle a pack of 1-10 cards and turn face down in a pile. Turn over a card. The first person to shout out the next number wins the card!
Continue playing until all cards are gone. Who won most cards?
Repeat with chn saying the number 1 less than a numeral 1-10. / Adult Led Activity
WALT: I can add 1, 2 or 3 to any number to 20 by counting on
Shuffle a set of 6 to 17 no. cards. Chn take it in turns to take a card and make a tower with that no. of cubes. They then roll dice with 1, 2 or 3 spots to find how many cubes to add. They count on the cubes as they add them to the tower. Tog. write matching addition and read.
10:00
Children: CT/ HLTA Observations/ Identified Focus Groups from AFL
Children: MA Hungry caterpillars
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: HA Gruffalo
CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
Recall all previously learned GPCs: 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/ ch/ th/ ng/ai/ee/long oo
Practice reading was, will, with p91.
Teach short ‘oo’ using phonics action/ song
Phoneme frame p88: book, look, cook, good.
Countdown p86 took, foot, wood, hook.
Demonstration writing p97 write the sentence: I can cook good food. / Carpet session 3: L&S
Sing alphabet song
Recall all previously learned GPCs: 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/ ch/ th/ ng/ai/ee/long oo
Read through high frequency words learned so far: a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see, was, will, with
Play Quick Write / Carpet session 3: L&S
Sing alphabet song
Recall all previously learned GPCs: 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/ ch/ th/ ng/ai/ee/long oo
Read through high frequency words learned so far: a, at, as, is, it, in, an, I, and, on, not, into, can, no, go, to, get, got, the, back, put, his, him, of, dad, mum, up, off, had,we, me, be, he, she, are, see, was, will, with
Play Quick Write / Carpet session 3: L&S
Segmentation for spelling: Quickwrite words p89: book, feet, soon, pain.
Practice reading was, will, with
Teach ‘oa’ usingphonics action/ song
Segmenting for spelling:
Phoneme frame p88: loaf, toad, oak, foal.
Blending for reading: Matching words and pictures p87 coat, boat, soap, goat
Reading captions activity Drawing p95: The coat is too big / Carpet session 3: L&S
Teach reading my, for, too p91.
Teach ‘ar’ using phonics action/ song
Segmenting for spelling:
Phoneme frame p88: bar, park, card, jar.
Blending for reading: Sound buttons p58: market, car, cart, hard.
Demonstration writing p97 write the sentence: Mark and Carl got wet in the rain.
11:00 / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: See G.Reading Plan
Guided Reading – Yellow Text – Cecil the Caterpillar
Tricky words – first, last, next, saw, time
Focus: Expressive reading/ sentence structure/ exploring ways of presenting text. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: S40-60c; R40-60h; W ELGiii, iiii
Visit pbskids. Use field guide with chn to research 3 facts about their favourite dinosaur. Write 2 facts into a sentence. First sentence should include the dinosaur name. (T-Rex is a meat eater. It is very fierce.). / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: S40-60d; R40-60h; ELGiiii
Visit website on pbskids. Use field guide to research class dinosaur. Ask chn to recalla fact they learned. / Adult Led Activity: G. Reading/ G. Writing/ G. Talk
Obj: R40-60h; R ELGi, ii, iiii; W ELGiii, iiii
Provide chn with information books/websites to research their favourite dinosaur. Describe this to a friend. Ask chn questions to extend descriptions (How many horns? Where is the horn?). Chn write sentences about one feature of their dinosaur.
Children: HA Gruffalos
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: HA Gruffalos
CT/HLTA/TA
Carpet Session 4: CLL
Obj: LA40-60a; ELGi; U40-60d; S40-60c; ELGi, iii
WALT: Listen and respond to ideas expressed by others during talk.
Show chn the egg and tell them a short story about how you came across it in the garden. Lead chn in discussion about it. What could be inside? What kind of animal could it belong to? (large egg = large animal) Compare egg to a real egg – thin shell, breaks easily, fragile. What happens if you squeeze or drop a real egg? To prevent egg from getting hurt or broken suggest that chn write some notices. Discuss ideas – Please take care of this egg, Handle/hold with care, Fragile, Precious, This is not a toy! Keep me warm, thank you. Suggest some not so good ideas to make chn think – Shake me, Please kick me. Discuss a safe place to put the egg. / Carpet Session 4: CLL
Obj: LA40-60a; ELGi;W40-60h; ELGi, ii
WALT:Use their phonic knowledge to write names and labels.
Tell chn you have been doing some research & you think this could be a dinosaur egg. Dinosaurs lived millions of years ago so this is an amazing find. What can chn do to help egg hatch? What dinosaur do chn think it could be? Write ‘Dinosaur’ on f/c. Tell chn this means ‘Terrible Lizard’. That’s what dinosaurs were – lizards of many different shapes & sizes. Ask chn to share any dinosaur names they know. Do they have a favourite? Ask chn to help write/spell the dinosaur names on f/c. Break the word into chunks listening for the different sounds. / Carpet Session 4: CLL
Obj: S40-60a; R40-60b, c, e; ELGii, iii
WALT: Explore the meaning and sound of new words.
Reveal to chn that overnight the egg hatched! Introduce a toy dinosaur & give it a name. Do chn recognise/know which dinosaur it is? Identify & write dinosaur’s name on f/c, sounding it out as you write. Play Build-a-Dinosaur. Place 4 cards together on rug to make a dinosaur name (Steg-o-saur-us). Read each card with chn before combining the syllables. Using word cards chn invent new dinosaur names. Mix up cards & separate into 4/5 piles. (blue, red, green, purple, orange) Ask chn to take one card from each pile & put them together in colour order. Read the new dinosaur name together. Continue until all the cards have been used. Read all the new dinosaur names together. Which is our favourite? / Carpet Session 4: CLL
Obj: R40-60e, f, h; ELGii, iii
WALT: Read dinosaur names and use information books to find out more about them.
Play Dinosaur Pelmonism. Place cards face down on rug. Chn take turns to match pairs of dinosaurs. When game is over, display cards. What dinosaurs are they? How can we find out? (books/internet)
Divide chn into small groups & give each 2 cards & a selection of info books. They look through to match their picture cards with a dinosaur in the book. Bring chn back together & ask chn to identify dinosaurs. Do other groups with the same dinosaur agree? Ask chn to spell out the dinosaur name. Read these together. / Carpet Session 4: CLL
Obj: S40-60a; R40-60b, c, e; ELGii, iii
WALT: Explore the meaning and sound of new words.
Show chn dinosaur names pre-written on f/c. Can chn read them? How did they work it out? (Sounding out /1st letter(s)/guessed!) Underline in different colours how chn can break down the long words to help read and spell it. Divide chn into 4/5s. Give each group a dinosaur to say and break down into 4/5 parts – each child saying a different part to say dinosaur name. Chn share their dinosaur with the class.
11:30
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:50-12:00 / PSED/ Singing:, , , Handwashing & Lunchtime
1:00 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 6:
Obj: (W30-50; ELGiii)
WALT: Listen and respond to ideas expressed by others in a conversation.
Introduce the LC using a variety of stories, rhymes and non-fiction texts, ask chn to identify the dinosaurs and to learn about the names of their body parts? Show the children pictures of dinosaurs and talk about their similarities and differences. Talk about planning a dinosaur expedition. Would it be hot or cold? What might we see? Unpack the backpack and ask the children why they think each item would be useful. Play a circle game of ‘In my backpack I will take…’ Give children backpack picture and ask them to draw all the things they will take with them. / Carpet Session 6:
Obj: SCSA40-60a; ELGii; MFB40-60a, b, c; ELGiii; MR40-60b; ELGiii
WALT:be confident to speak in a familiar group when sharing ideas in a conversation.
Show chn the dinosaur egg & pass it around reminding chn how careful they have to be – look what they are doing, only pass it on to someone who is ready, use both hands. Explain to chn that when they were a baby they were just as fragile as this egg and although they have grown they still need to be looked after. Discuss who looks after them (mum, dad, family, friends, ourselves). What do they/we do to look after each other? Listen to grown ups, follow rules, listen to their bodies, know when they feel sick, or fear danger. / ICT Skills:
See Separate planning
Making Things Happen – modelling, control & simulations: Beebots and Mats, Beebots on the ipads
See also PLC overview for weblinks. / Carpet Session 6:
Obj
WALT:
Stealing eggs from a dinosaur nest!
Play this exciting game where groups of chn work as a team to ‘steal’ eggs from a dinosaur nest (see resources for instructions).
Encourage team work & make sure that chn realise that if they do not obey the rules, e.g. only one child from each team running to steal an egg at any one time, then you will confiscate eggs and return them to nest! / Carpet session 6: L&S
  • Find any letter learnt so far, from a display, when given the sound.
  • Write each letter correctly when following a model.
  • Shared reading p97, alternatively use pictures from Phase 3 captions – chn write caption said aloud on Ind W/b
  • Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words chip, shin, tang, thinrain, see, food, bookand silly words thip, jang. ix, jay, zoop, meep.
  • Be able to spell the tricky words the, to, I, no, go.
  • Be able to read the tricky words he, she, me, be, we.

Adult Led Activity