White House Primary School

Foundation Stage

EARLY YEARS FOUNDATION STAGE SHORT TERM PLANNING
Adult Led Activities Year Group: R- Ruby
Week beginning 09.05.11 / Area of Learning and Development: PSED CLL PSRN KUW PD CD (main focus highlighted, any links underlined)
Development Matters/Learning Intention
Language for Communication and Thinking
Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.
Use language to imagine and recreate roles and experiences.
Linking sounds and letters
Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
Reading
Explore and experiment with sounds, words and texts.
Know that print carries meaning and, in English, is read from left to right and top to bottom.
Show an understanding of the elements of stories, such as main character, sequence of events and openings,
Writing
Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.
Handwriting
Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed
What we want the children to learn:
Why a wedding invitation is used, can use my writing skills to write a wedding invitation and can select and sort information to write a wedding invitation..
Adult led activity : group differentiation
Group : Yellow MA
Chn make own caterpillar zigzag books. Have each day written at top of each page. Children need to remember sequence and draw and colour correct number and type of food for each day. Monday = one apple etc. They can use the book to help them! , with out support.
Group: Pink TA
Chn make own caterpillar zigzag books. Have each day written at top of each page. Children need to remember sequence and draw and colour correct number and type of food for each day. Monday = one apple etc. They can use the book to help them! -concentrating on writing as many sounds as possible.
Group : Green A
Chn make own caterpillar zigzag books. Have each day written at top of each page. Children need to remember sequence and draw and colour correct number and type of food for each day. Monday = one apple etc. They can use the book to help them! - concentrating on writing as many sounds as possible.
Group : Red LA
Chn make own caterpillar zigzag books. Have each day written at top of each page. Children need to remember sequence and draw and colour correct number and type of food for each day. Monday = one apple etc. They can use the book to help them! concentrating on writing the initial and final sounds.
Group : Blue SEN
Chn make own caterpillar zigzag books. Have each day written at top of each page. Children need to remember sequence and draw and colour correct number and type of food for each day. Monday = one apple etc. They can use the book to help them! the initial sounds
Observations/Assessments: Look, Listen and Note On Groups
Yellow MA using phonic knowledge and awareness of sounds
Pink TA using phonic knowledge and awareness of sounds
Green A using phonic knowledge and awareness of sounds
Red LA using phonic knowledge and awareness of initial and final sounds
Blue SEN using phonic knowledge and awareness of initial sounds
Next Steps/future activities
Adult led activity / Observation/Assessment Look, Listen and Note On Whole Class
Session1 Whole group:
Show chn front cover of The Very Hungry Caterpillar. Choose chd to locate title, point to each word & read it together. Identify author and say what an author does. Read book, follow text with finger. Chn join in with all the parts they know. Discuss how greedy the caterpillar is! Who else likes to eat lots? Put words of title on cards & order/ re-order these. / How chn link statements to develop stories and explanations
How chn use talk to reflect upon, clarify, sequence and think about present and past experiences, ideas and feelings
Ways in which chn use language in their pretend and imaginary play
Chn’s knowledge of initial sounds, short vowel sounds within words and endings of words.
How chn link sounds and letters and begin to use this to write words.
Chn’s understanding of the elements of stories (beginning, end, characters, settings etc
How chn make use of phonic knowledge as they attempt to write words / sentences.
Chn’s formation of recognisable letters
Session 2 Whole group:
Read Very Hungry Caterpillar again, encouraging chn to join in with repetitive phrases. Use plastic/real fruit or pictures to match story & days of the week cards. Choose a child to hold a piece of fruit & say corresponding phrase from book, e.g. they hold the apple and say ‘On Monday he ate through one apple’. Match the day to its card. That child stands out front with apple and ‘Monday’ card. Continue to Tuesday, keep going like this thro the weekdays. Then stress weekend days. Plenary- make a chart of the different pets that the chd have in the class.
Session 3 Whole group:
Write sentence ‘On Monday he ate through one apple’ with each word on a card and put on f/c in correct order. Read together. Who can come and read the words? Remind chn to point to each word when reading. Ask chn to locate various words in sentence. Chn close eyes. Remove a word. Chn read the sentence & identify missing word? Repeat this, substituting ’Tuesday’ and ‘two pears’ for ‘Monday’ and ‘one apple’.
Evaluation of activities (practitioner/children):