Southfield Nursery FOUNDATION STAGE 1 SHORT-TERM PLANNING

School Year: 2017-18 Term: Autumn 1.3 Week Commencing: 18/09/17 Year Group: FS1--Topic: Settling In/All about me

Area of Learning: Communication and Language.
Learning Intentions (knowledge, skill, attitudes) / Activities Indoor / Outdoor
Activities / Key Questions and Vocabulary / Differentiation
(support by outcome, task) / Resources / Child Initiated Activities
CL:LA: 22-36m : Listens with interest to the noises adults make when they read stories and Recognises and responds to many familiar sounds// CL:LA:30-50m- Listens to others one to one or in small groups, when conversation interests them.// CL:LA: Listens to stories with attention.
I can/I am learning listen to familiar stories. I can listen with attention. I can independently look at stories. I can recognise familiar sounds such as the door bell and the shaker and can put my hands up. / WC: Daily reading of stories- / >Actively participating during story time/carpet time, predicting and joining in.
>Independent access to books
>Chn interact & talk with adults and other chn during play.
Book of the week: owl babies – focusing on parents coming back WHAT I LIKE ABOUT ME/ MARVELLOUS ME- la- to sit near adult for support listen for short time/ ma- listen to whole story
Rhyme/song of the week: children’s choice/ nursery rhymes/ I am special song/SEE EAD PLANNING FOR MORE SONGS
See R planning
Read different stories- fictions and non-fiction and discuss what happens
Ensure that all practitioners use correct grammar.
Look at songs on the happy ape sings
see phase 1 planning.
Model being a listener/ Give children ‘thinking time’/ learning partners
Provide practical experiences that encourage children to ask and respond to questions eg: Tell me about your picture./ What else can you do with…?/ Why do you think this happened?/ What do you think would happen if ...?/ Is there another way to ...?
Look at songs on the happy ape songs/Opportunity to listen to conversation
Enc chn to listen to stories with increasing attention and recall and enc chn to join in with repeated refrains and anticipates key events and phrases in rhymes and stories
Say chn’s names before giving them instructions…target chn at tidy up time – give them different jobs.
Read different stories- fictions and non-fiction and discuss what happens.
Model being a listener and use summarising questions… “so you are telling me…”see other questions…/ Give children ‘thinking time’
Provide practical experiences encouraging chn to ask and respond to questions eg: Tell me about your picture./ What else can you do with…?/ Why do you think this happened?/ What do you think would happen if ...?/ Is there another way to ...?
>Independent access to books/ >Chn interact & talk with adults and other chn during play./
Links to ict- BBC Alphablocks/ Busy things
Encourage chn to stay for longish periods of time at activities… / Independent access to books
Chn interact & talk with adults and other chn during play
Drumming outdoors
As inside
Adult to ask children questions about what they are doing/ playing.
Adult to model language and vocab- encourage chn to repeat it and ask questions/ comment on the outside environment and activities
Chatty tents
Free access to stories / Can you sit and listen to the story? If you have something to say raise your hand and wait. Story/ characters/ what do you think is going to happen? What book will you chose? Title/author/ what do you think is in the story sack? What sounds can you make? Why did you chose this story? Where do the books go? / Read a range of books
Talk to the chn and found out which ones they are interested in/Good clear acess to book corner/Quiet reading area
Story sacks relating to stories which have been read.
Free choice activities
Adult support if needed
Encouraging chn to learn through moving (doing what we are talking about), talking information through and repeating language, using visual aids so chn see what we are talking about. / Range of books
Reading/ book corner
Quiet area
story sack
I am special, I am special, so are you so are you, very very special very very special, just like you, just like you.
CL:S: 22-36m : Uses gestures, sometimes with limited talk// CL:S: Uses a variety of questions and simple sentences / CL:S: 30-50m- Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
Questions why things happen and gives explanations. Asks e.g. who, what, when, ho/ Builds up vocabulary that reflects the breadth of their experiences. / Uses talk in pretending that objects stand for something else
in play, e,g, ‘This box is my castle.’
I can/I am learning to speak fluently in sentences. I can / am learning to ask questions. I can talk about my expriences. I can use some vocab I have learnt. I can use talk during my role play. / >Encourage chn to speak in simple sentences
>Role model positive English language/vocab by speaking and listening
>Provide role play props
Adult to model steady pace and tone of speaking and having conversations with chn encouraging them to talk about different things that have happened/ they have done in the correct order.
Ask chn about their weekend/ school holidays and what they did.
Ask children what they have done today retelling the nursery’s daily routine.
Adult to model correct grammar back to chn.
Encourage chn to repeat new vocabulary and key words- ask them to think about what the words mean and have a guess.
Encourage chn to go through the nursery routine.
Model use of ‘and’ and ‘because’ and encourage chn to talk about 2 or more bits of info and use and to extend their sentences
Adult to model asking questions and encourage chn to ask questions to find out information…
Adult to model topic vocab and enc chn to repeat it eg vocab - EAL CHN
Adult to model conversation and encourage chn to talk about different things in one conversation.
Enc chn to respond to different questioning using why, how, where, who and what.
Enc chn to use questions to gain information…
>Use talk to describe what children are doing by providing a running commentary
>Give children clear directions
>Give children ‘thinking time’ Provide fact and fiction books in all areas
>Role model positive English language/vocab by speaking and listening
>Provide role play props / Encourage chn to repeat new vocabulary and key words- ask them to think about what the words mean and have a guess./ Small world and role play access daily/ open ended objects eg large box.
Introduce learning partners and use learning partners each week to discuss stories… / <As inside
Enc chn to talk about they hear, see and do. / What do you think? What have you been doing today? What did you enjoy? Where did you find that? Can you…?
Adult to play along with role play scenario and extend vocab.
what have you been doing over the weekend/ holiday/ this morning/ afternoon at nursery? What happened first? Then? Next? What happened at the end? Can you say? What does ___ mean? / Good role modelling
Clear language used
Repeated language/ instructions
Relevant props for home corner
Home corner familiar to chn
Adult to extend convo
>Modelling correct speech/ >Repetition
>For those children who find it difficult to ‘listen and do’,
say their name before giving an instruction or asking a question.
>Learning 1-1/group
>Give chn opps to work individually and together in pairs or groups.
>Use of visual aids eg picture sequencing cards.
>Use of language- clear, slow, repeat if needed. Include actions to help chn recall key words/ phrases. Sing a song linked to the story. Encourage attention and concentration.
Word banks for questions…
Explain key words in the story/ model retelling a story and ordering an event.
>Use TA with chn who are finding it tricky to sit still and listen- / r.play props
home corner- kitchen
cooking utensils/ cloths/ food/
CL:U: 22-36m : Understands ‘who’, ‘what’, ‘where’ in simple questions//CL:U: 30-50m- Responds to simple instructions, e.g. to get or put away an object.
I can/I am learning to answer simple questions. I can listen to and follow simple instructions. I can ask for clarification if I do not understand. / Adult to give jobs at tidying up time
Enc chn to respond to simple questions.
Enc chn to respond and answer how and why questions.
Adult to start giving simple jobs at tidying up time eg- first tidy up the sand and then put the construction away.
When setting daily challenges ask chn what we need to draw, cut, paint…
Encourage chn to answer open questions such as how and how and model how to answer
Model how to respond to simple instructions, e.g. to get or put away an object.
>Encourage chn to repeat instructions back to check understanding.
>Encourage chn to listen to instructions. / <As inside / Can you..? will you? Where does this go? How did you know that?
What/how/ why/ where and when – ask chn a range of questions to encourage talk about their activities. / Good role modelling
Clear language used
Repeated language/ instructions
Clear relevant questions about what chn interested in
As above
Repeat and simplify questions.
Encourage chn to come and do jobs or tidying with you.
Look, Listen and Note / Assessment: CLL:LFC: How children begin to use words to question and negotiate./ The gestures and body language children use.// Children’s responses to stories and information books you read with them.// How children act out rhymes and stories.// Instances of children recalling and recounting their own experiences and sharing them with others.// How children take account of what others say during one-to one conversations// The range and variety of words that children use. // How children are beginning to develop and expand on what they say// Children’s readiness to engage in conversation.// How children concentrate on what others say and their responses to what they have heard.//CLL:LFT: Situations where children use actions and some talk to support and think about what they are doing. /How children use talk to connect ideas and explain things. /How children use talk to reflect upon, clarify, sequence and think about present and past experiences, ideas and feelings./How children link one thing to another to explain and anticipate things. /For children speaking languages other than English, note which language is dominant, as well as their use of gesture and intonation to convey meaning. /CLL:LSL: The words, phrases and sounds children like to say or sing./ The languages they understand and use. The rhymes and rhythms that children enjoy, recite and create in words and music/
Area of Learning: Literacy
Learning Intentions (knowledge, skill, attitudes) / Activities Indoor / Outdoor
Activities / Key Questions and Vocabulary / Differentiation
(support by outcome, task) / Resources / Child Initiated Activities
L:W: 22-36m : Distinguishes between the different marks they / ake. .L:W: 30-50m - Ascribes meanings to marks that they see in different places /Sometimes gives meaning to marks as they draw and paint.
I can/I am learning to talk about my creations. I can give meaning to my drawing and the marks I make. I can independently access lots of writing resources. I can make different marks using different materials. / >chalk boards and water with cotton buds
Malleable matierals/activities: playdough, sand, cutting, sticking daily.
Role Play Area: chn to have diff writing resources/Intro role play sign in sheet.
>Chn to use IWB-http://www.letters-and-sounds.com/phase-1-games.html
>Encourage chn to talk about their creations
>Intro writing wall display/show chn post its
Model writing
Free choice name cards and alphabet mats.
Listen and support what children tell you about the marks they make.
Enc chn to look around and talk about any images/ text they say.
Listen and support what children tell you about the marks they make.
Enc chn to look around and talk about any images/ text they say.
Messy play/ mark making/ fine motor play: drawing/ painting- table/easel/ floor/ drawing – diff sized/ shaped and coloured paper with diff tools/ Painting- diff paints/diff brushes/ diff surfaces/
linked to PD - Practice- straight line, upwards and downward loops, joined m, circle, zigzags, figures of 8 and spirals- writing/ Tracing names with pipe cleaners/ Frozen cherrios and pipe cleaners/ Pipe cleaner and strainer / play dough and pipe cleaners./ thick/thin/ block/ dot and line/ Arranging rubbers and sticks Sitting down drawing/ layering down drawing and standing up drawing.
Glitter tray/ dry/wet sand/ one colour only with different materials/ water and rollers/pastels/
pretend cooking with real ingredients- dry rice/ pasta/ spouts/
>Intro writing wall display/show chn post its
>Chn to find their name on arrival / Adult to model initial sounds in words/ sound pots
Enc chn to look around and talk about any images/ text they see
Parent helper- name writing and recognising with the chn each week.
Provide activities during which children will experiment with writing, for example, leaving a message/ Provide word banks and writing resources for both indoor and outdoor play.
Notice and encourage the marks children make and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”./ Listen and support what children tell you about the marks / < as inside- rotating