Low Road and Windmill Music Federation

Literacy Planning Information
Year 1/2
Genre: Fiction
Week Beginning: 12.10.15 / SMSC:
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware / Word / Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less
(A fuller list of suffixes can be found on page 46 in the year 2 spelling section in English Appendix 1)
Use of the suffixes–er, –est in adjectives and the use of –ly in
Standard English to turn adjectives into adverbs
How the prefixun– changes the meaning of verbs and adjectives
[negation, for example, unkind, or undoing: untie the boat]
To write the days of the week, Months of the year / Speaking and Listening Focus:
Speaking
8 The range should include:
a reading aloud
b presenting to different audiences
c extended speaking for different purposes.
Listening
9 The range should include opportunities for pupils to listen to:
a live talks/readings/presentations
b recordings [for example, radio, television, film]
c others in groups.
Group discussion, debate and interaction
10 The range of purposes should include:
a investigating, selecting, sorting
b planning, predicting, exploring
c explaining, reporting, evaluating.
Drama activities
11 The range should include:
a improvisation and working in role
b scripting and performing in plays
c responding to performances.
Literacy links across curricular topics:
* Geography Links
* Handwriting
* ICT - using internet to find facts / information / Sentence / How words can combine to make sentences, using different words to begin a sentence
Joining words and joining clauses using andandthen
To be able to use ‘The’, ‘My’ and ‘I’ securely.
To experiment with ‘First’, ‘Then’ and ‘Next’.
Subordination (using when, if, that, because) and co-ordination (using or, and, but)
Expanded nounphrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
To be able to use ‘and’, ‘then’, ‘but’ and ‘so’ connectives securely.
To experiment with ‘because’, ‘if’ and ‘when’ connectives
To be able to use ‘First’, ‘Then’ and ‘Next’ openers securely.
To experiment with ‘Soon’, ‘After that’ and ‘Last’ openers.
Group NC Levels, PP Children and More Able (MA):
Genius Giants / Awesome Aliens / Terrific Trolls / Dazzling Dragons
Leeroy Gomes 1a / Charlotte Atkinson 1a / Macey Bull 1b / Emily Atkinson P8
Oliver Harris 2c / Jack Batkin 1a / Ellie-Mae Lyons 1b / Thomas Cooper P8+
Jersie Jones 1a / Darlene Almeida 1a / Violet Marriott 1b+ / Heidi Garside 1c
Joyce Kapola 2c / Miriam Efimova 1a / Marli Miller 1b / Grace Holmes 1c
Ryan Nicholls 1a / Tangi Hangula 1a / Chloe Pepper 1b+ / Alfie Pratt Scheres P8+
Bobby Weng 1a / Aidan Holmes 1a / Emily Stanley 1b+ / CJ Rush 1c
Ruby Wilkinson 2c / Nathan Roberto 1b
Lma Zayat 1a / Bradley Wambalu 1a
/ Text / Sequencing sentences to form short narratives in different types of writing eg story one day
To produce a simple structured text with a beginning, middle and end.
To make simple notes from texts.
To begin to write ideas logically grouped together.
To be able to write a fiction text.
To be able to write a non-fiction text.
Correct choice and consistent use of present tense and past tense throughout writing
Use of the progressive form of verbs in the present and pasttense to mark actions in progress [for example, she is drumming, he wasshouting] / Spelling Focus:
See individual phonics plans and phonics spelling focus.
Punctuation / Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
Capital letters for names and for the personal pronounI
Commas to separate items in a list
To be aware of speech marks
Apo Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name
]
Connection/
Introduction / Activation
Learning Objective / Teaching / Learning
Session 1: / To write a recount
To use time connectives / Grammar Starter: Questions
Main Teach:
Show sentence starter on the board: “In the holidays, I did lots of exciting things! First of all …”
Using talk partners, chn to finish the sentence and discuss what they did at the during Christmas. Share with class.
Encourage children to think about:
Where they went?
What they did?
Who they were with?
Why they went somewhere?
What did they eat?
What presents did they get?
Tell the chn that they need to use time connectives.
Play word tennis with time connectives. Chn to be shown where to look in classroom for extra support.
Paired Activity:
On whiteboards children to write specific words that will help them to write their recount.
Generating and writing time connectives to assist their writing
Then go on to create a word mat such as certain presents they got, whose houses they visited, special places they went or people they saw.
CT guided group DD – scribe for chn
Explain and model main activities. / To write a recount of the Christmas holidays.
DD –Guided Write in books KB
TT – as above in books. SB
AA & GG- Independent into books.
Extension: Highlight time connectives.
Session 2: / Comprehension 1:
Don’t Read This Book! (1)
Make predictions
Discuss key fairy-story features / ·  Share props relating to familiar traditional stories. For each item, identify the story together.
·  Display the eBook of Don’t Read This Book! look at the cover.
·  Begin reading book, also allowing chn to read sections, address the author’s comments directly to the children. At page 10 ask: What does the King want? What does the story writer need?
Paired Activity:
·  Pause at page 19. Talk Partners at tables make predictions, Ask: Why do you think the author says ‘Don’t read this book’ to you? (A little joke.) Discussing story features.
·  Stop children and continue to read.
·  Following group work and discussion, introduce ‘Talk about it’ (F ITP 2.2.1). Explain key story features and make notes.
Model main activity / To group facts into subheadings.
DD: discuss fairy-story ingredients, using ‘Story ingredients’ (F PCM 2.2.1) as a prompt. KB
TT: As DD. SB
AA: discuss fairy-story ingredients, using ‘Story ingredients’ (F PCM 2.2.1) as a prompt. List any fairy stories they can think of. AK
GG: As AA . Independent
Extension: Look for links between other fairytales, answering extra inference questions using prior knowledge such as describing events or characters that are regular for fairytales. / Reflection
Reflection
Objectives: Become increasingly familiar with a wider range of stories; Draw on what they already know/background information/information provided by teacher; Explain clearly their understanding of what is read to them
Spoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers; Give well-structured descriptions, explanations and narratives
Photocopiables: n/a
Digital resources: eBook of Don't Read This Book!
Session 3: / Comprehension 2:
Don't Read this Book! (2)
Identify traditional fairy stories within a non-traditional tale. / ·  Play Just a Minute to recap the story. Then reread the eBook of Don’t Read This Book! discussing the pictures and encouraging close observation. What do you notice here? What is the King doing? As you read, copy the gestures and actions shown.
·  Identify details from traditional stories and visual links with the story-writing theme (e.g. quill, letters, scrolls).
Paired Work.
·  Partners on whiteboards: trace the narrative of the little workmen on each spread: What are they doing? Why?
Display pages 28-29. Where is the pea? Who is wearing a crown?
Model writing use connectives to extend.
Objectives: Become increasingly familiar with a wider range of stories; Draw on what they already know/background information/information provided by teacher; Explain clearly their understanding of what is read to them
Spoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers; Give well-structured descriptions, explanations and narratives
Photocopiables: n/a
Digital resources: eBook of Don't Read This Book!
/ Children to identify features of the story on p.28-29, identifying details to the princess and the pea.
DD – Chn to note down on whiteboards specific points about the illustrations on the pages. KB
TT – Chn to write down on provided sheet the different illustrations they can see, thinking about what they mean. AK
AA – Chn. to write down a question/s about the illustrations, partners are to closely look at the picture details. SB
GG – As AA, independently. / Reflection
Reflection
Session 4: / Depth focus 1: Exploring character:
Don't Read This Book!
Explore characters within a story / ·  Display the eBook of Don’t Read This Book! and look at the cover. Let’s focus on the King.
·  Read the story, with the children joining in with the King’s words. Encourage expressive voices, conveyed by the print size, punctuation and pictures.
·  Discuss the King’s words, facial expressions and gestures. Invite the children to copy his posture or movements. What does this tell us? (E.g. status, self-image.)
·  Talk Partners discuss their opinions of the King. Share the opinions, asking for reasons based on evidence in the book.
·  Display ‘King target board’ (F ITP 2.2.3) and invite the children to drag appropriate words onto the target.
Objectives: Make inferences; Participate in discussions and listen to others; Explain clearly their understanding of what is read to them
Spoken language: Give well-structured descriptions, explanations and narratives; Select and use appropriate registers
Photocopiables: n/a
Digital resources: eBook of Don't Read This Book! F ITP 2.2.3 / DD – In pairs, choose features from a pre drawn King, labelling the illustration, describing his appearance/ personality / character using talking past cards to capture conversation. SB
TT: Children write sentences describing the King, using words from ‘King target board’. Explain orally reasons why used words from target board. (F ITP 2.2.3). In books. AK
AA: Children write sentences describing the King, using words from ‘King target board’. Explain reasons for choosing words from target board in sentences or using sentence makers. (F ITP 2.2.3). In books. Independently.
GG: In pairs, the children write sentences describing the King, using words from ‘King target board’ (F ITP 2.2.3). Extension: to pick another character and make inferences about that characters looks or personality.
KB / Reflection
Session 5: / Reflection