Literacy Weekly Plan-31/03/08-4/04/08
LITERACY WEEKLY PLANNING SHEET / YEAR 1 / Learning Outcomes week 1Narrative 1 unit 1 Sequence 1 stories with familiar settings week 1/2
Phase 1 ch can identify the main character and setting in a story using evidence from the illustrations and text
Phase 2 ch can re-enact a story sequencing the main events and using phrases from the text / Chosen Text:
Oilvers vegetables by Vivian French (hodder) what shall we do blue kangaroo by emma chichester clark (Collins) .
WEEK BEGINNING :31/03/08
TEACHERS: Miss Cipko
CROSS CURRICULAR LINKS/ ICT
Family familiar events at home family members
Science and dt looking at vegetables
Numeracy days of the week
HOMEWORK
Bear words, spellings, reading books.
WHOLE CLASS
Introduction and key features / MAIN TEACHING
speaking and listening / DIFFERENTIATION /
PLENARY
SENAkhila
Keenan / LA
Blue and Green Table
Gervais, Lewis, Dean, Sukhi, Demi / MA
Yellow Table
Rochelle, Muna, , Jade, Rahul, Chloe, Moonisha / HA
Red Table
Andrew, Elizabeth, Gustav, Keeley, Megan, Harry Katie
M
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Phase 1 / Read the story Oliver’s vegetables to the class. Ask who is the story about? What happens in the story? Use and explain the terms setting main character and events. Invite them to retell the story using words such as first next at the end
Social skills
Turn taking
Creative thinking
Applying imaginative ideas / LO I can listen to a story and respond with memories
Display the Olivers vegetables extract showing Oliver’s Gran and Granpa in the garden. Remind the ch how pilver enjoyed visiting them and finding vegetables growing in the garden. Discuss the chs experience of visiting grandparents or other relatives. Divide the class into talk partners to talk about these memories and describe someone they enjoy visiting. Explain that they will be reporting their memories back to the class.
Bring the class together and ask pairs to take turns to tell the class about their partners chosen character stimulate responses to each others memories by asking questions sch as why have you chosen this character? What is special about him/her?
Tell ch they are going to draw a picture of their character and then write about them underneath.
Using an outline of a person get ch to think of descriptive imaginative words they could use put character outline on the working lit wall. Ask ch where else could we look to find descriptive words? The working lit wall Vicki vocab.
Tell ch not to forget capital letters, full stops and finger spaces / Bring the class together and look at the chs drawings Re-read olivers vegetables or the extract discuss the story using the words character setting and event.
Akhila and Keenan to draw a picture of their own character and think of a sentence about him/her. With 1.1 support of ta keenan and Akhila to write a sentence. Ta to support sounding out of words. / Ch to draw a picture of their chosen character and write a sentence about him/her. Ta to help support ch by reminding them to sound out words. / Ch to draw a picture of their chosen character and to write 3 descriptive sentences using imaginative vocab.
Adult to help extend the ch instead of big what other word could we use? Look at the working lit wall / Ch to draw a picture of their chosen character and to write 4/5 descriptive sentences using imaginative vocab.
Remind ch they can use the pronoun he or she instead of the name. Ch to use working lit walls to write exciting descriptions.
TA
Mrs Kaur1.1 support 5 mins each /
TA
Mrs Kaur group support /T
Miss Cipko /I
WHOLE CLASS WHOLE CLASSIntroduction and key features / MAIN TEACHING
speaking and listening / DIFFERENTIATION /
PLENARY
SENAkhila
Keenan / LA
Blue and Green Table
Gervais, Lewis, Dean, Sukhi Demi / MA
Yellow Table
Rochelle, Muna, Jade, Rahul, Chloe, Moonisha / HA
Red Table
Andrew, Elizabeth, Gustav, Keeley, Megan, Harry, Katie
T
U
E
Phase 1 / Ask the ch to recall the story they heard the day before encouraging them to comment on characters settings and events
Communications
Discussing their work collaboratively
Creative thinking applying imaginative ideas / Lo I can listen and respond to stories
Display the Oliver’s vegetables extract Ask what part does grandpa garden play in the story? Work together on retelling the story. Divide the class into small groups of 4 and supply each group with cut out pictures of the story Oliver’s vegetables. Ask them to arrange the pictures in order to remind them of the story sequence. Bring the class back together to compare their sequences. Retell the story using one of them.
Tell ch I am going to give them abooket each la to sequence pictures in order and write the name of the vegetable they can work in pairs for this.
Ma to cut out and stick pictures in order and then write a sentence for each days of the week are at the top of each page.
Ha to write days of the week on the tops of the pages then write a descriptive sentence for each page ie on Monday oilver ate some juicy ornage carrots. On Tuesday… / Akhila and keenan to cut out and sequence the vegetable pictures in order of days of the days in the week ( in prepared zig zag book). Then talk thro the story with rest of blue and green table. / Ch to cut out and sequence the vegetable pictures in order the days in the week (prepared zig zag book) and have a go at writing the name of the vegetable sounding out the letter sounds. Suki to write an adjective as well ie juicy carrot / Ch cut out pictures of the vegetables arrange them in order and stick them in the prepared booklet. Ch to write a sentence for each day of the week. ch to think of an adjective for the carrots ie juicy orange carrots. Adult to help extend ch ie can you think of another adjective? / Ch to write sentences for each day of the week. Ie on Monday oliver ate some … On Tuesday oliver ate some…ch to think of an adjective for each vegetable ie oliver ate some juicy orange carrots / Bring the children back together and invite them to point to pages in their books to represent what happened first, next and at the end of the story.
.
I / I /
TA
Mrs Kaur /T
Miss CipkoWHOLE CLASS
Introduction and key features / MAIN TEACHING
speaking and listening / DIFFERENTIATION /
PLENARY
SENAkhila
Keenan / LA
Blue and Green Table
Gervais, Lewis, Dean, Sukhi, Demi / MA
Yellow Table
Rochelle, Muna, Jade, Rahul, Chloe, Moonisha / HA
Red Table
Andrew, Elizabeth, Gustav, Keeley, Megan, Harry katie
W
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Phase 1 / Read What Shall We Do Blue Kangaroo? and The Good Mood Hunt and compare characters, settings and events. Reactivate prior learning Remind children of the story of Oliver’s Vegetables told earlier. Which of the three stories did they like best?
Communication
Discussing their work collaboratively
Creative thinking
Applying imaginative ideas / LO I can compare stories
Tell ch that I am going to read one of these three stories again. Ask indv ch to choose a favourite one and give a reason for this choice. Read the most popular story again and ask the ch if they notice anything new in the words or illustrations.
Read the next most popular story and discuss characters, settings and events.
Make a list of the characters in all three stories under the headings Adults and Children. Ask which adults would be most fun to be with and why. Ask questions about the child characters, for example: Which ones are happiest? Who would make the best friend? / Akhila to have 1.1 support and be seated next to adult Akhila to describe herself and either the teacher or ta to make work less imaginative.
Keenan to have some support if needed. / Ch to
draw pictures of their chosen characters an adult and a child and think of 5 words to describe each one. Adult to help support ch in sounding out words. / Ch to
draw pictures of their chosen characters an adult and a child and think of 5 words to describe each one. ch to then write a sentences about each character using the descriptive words in an interesting way. Adult to help extend ch grandpa was an old man what else could we add a very old man with long grey hair! / Ch to
draw pictures of their chosen characters an adult and a child and think of 10 words to describe each one. ch to then write 2 sentences about each character using the descriptive words in an interesting way / Bring the class together and choose children to introduce their characters and describe them. Are there any animals or fantasy creatures?
T
Miss Cipko /T
Miss Cipko /TA
Mrs Kaur / IASSESSMENT
Can the ch write three simple sentences about the characters they recall or imagine?
Can they describe different story settings?
Look at learning outcomes for phase / LOs achieved by ALL / LOs achieved by MOST / LOs achieved by SOME / IMPLICATIONS
SUPPORT
STRATEGIES / TARGETED SUPPORT FOR:-
WHOLE CLASS
Introduction and key features / MAIN TEACHING speaking and listening / DIFFERENTIATION /
PLENARY
Group 1Akhila
Dean
Lizzie
Megan / Group 1
,Lewis
Muna, ,
Sukhi,
Demi / Group 3
Rochelle, Andrew, Jade,
Keenan / Group 4
Rahul, Keeley, , Harry
Katie / Group 5
Gervais
Chloe, Moonisha Gustav
T
H
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Phase 2 / Ask the children to recall the story of Oliver’s Vegetables and write a list of the vegetables grown by Oliver’s Grandpa on a large sheet of paper. Now display colour sheet of veg and tick the ones that the children have mentioned. Have they forgotten any?
Creative thinking
Applying imaginative ideas for drama
Communication
Working collaboratively / Lo I can re-enact a story
Explain that you would like the children to help you to re-enact the story of Oliver’s Vegetables. Say that the words do not need to be exactly the same but should follow the main events. Tell them that remembering the days of the week and the order in which Oliver picked the vegetables might help with this. Put the children into groups of four and ask them to choose who will play the parts of Oliver, Mum, Grandpa and Gran. Provide picture cards and days of the week cards. Ask the children to arrange them in sequence as they appear in the story, with a vegetable next to each card. Encourage children to use this sequence to structuretheir re-enactment, creating their own dialogue as they go. / Drama practical session.
Ask children to consider how their characters will look and how their voices will sound. Tell ch they will be working in groups of 4 and will have veg cards, days of the week and character masks. Inform ch that I will be picking the group that worked the best and most imaginatively to act out the story in the plenary.
Ha extend ch tell them I want then to use lots of talking between the characters
Ma to be able to join in and react the story
La ch to be supported and encouraged by other ch in the group.
SEN Akhila 1.1 support
T to walk around an supervise retelling and note down group that worked the best imaginatively and in retelling the story to act in the plenary / Choose a group to re-enact the story and discuss how it could be developed.Leave masks for ch to act out the story in small world
.
Ta
Mrs Kaur to work with group 1 supporting Akhila / Indp mixed ability groupings
WHOLE CLASS
Introduction and key features / MAIN TEACHING speaking and listening / DIFFERENTIATION /
PLENARY
SENAkhila
Keenan / LA
Blue and Green Table
Gervais, Lewis, Dean, Sukhi,, Demi / MA
Yellow Table
Rochelle, Muna, Jade, Rahul, Chloe, Moonisha / HA
Red Table
Andrew, Elizabeth, Gustav, Keeley, Megan, Harry Kate
F
R
I / No Literacy hour due toSpellings, guided reading and changing reading books.
Spelling test:
W1 to secure identification spelling and reading of initial, final and medial letter sounds in simple words;
W9 to spell common irregular words from Appendix List 1.
Guided reading
W4 to read on sight high frequency words specific to graded reading books matched to the abilities of reading groups
W6 to read on sight approximately 30 more high frequency words from appendix 1
Additional Information / Implications for future planning
Extended Writing
RiversidePrimary School & Early Years Unit Weekly Literacy Planning