Whole Class Phonics /Spelling/Vocab/Grammar

Whole Class Phonics /Spelling/Vocab/Grammar

St. Peter’s C.E. Primary. Literacy Planning

Year Group and Term; Year 1 Term 2

Title of Unit - Genre: Narrative unit 2- Stories from other cultures/stories with predictable, patterned lamguage

Date; WB – 7th Jan 2008

Teaching sequence / Reading, Writing and Responding to a range of texts.
Reading /
  • Identify the main events and characters in stories, and find specific information in simple texts
  • Use syntax and context when reading for meaning
  • Explore the effect of patterns of language and repeated words and phrases
  • Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
  • Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words

Analysis
(Engaging and responding to texts) /
  • Select books for personal reading and give reasons for choices
  • Interpret a text by reading aloud with some variety in pace and emphasis

Writing (Creating and Shaping texts) /
  • Use key features of narrative in their own writing
  • Find and use new and interesting words and phrases, including story language
  • Write chronological and non-chronological texts using simple structures
  • Compose and write simple sentences independently to communicate meaning
  • Use capital letters and full stops when punctuating simple sentences
  • Write with spaces between words accurately

Additional Literacy activities inc phonics/word structure & spelling / Phonics
Day 1- Recap all phonemes from Phases 3 letters and sounds, and quick recall of high frequency words..
Day 2-Recap all phonemes from Phase 3 letters and sounds, and quick recall of high frequency words.
Day 3- Letters and sounds phase 3 (see pg 78 for plan) Introduce ‘ear’ phoneme- make a list of ‘ear’ words then use 6 to play cookie jar game.
Day 4- Recap on ‘ear’ phoneme- use interactive resource to ‘Look, cover, say and check’ on whiteboards.
Day 5- Play cookie jar game’ chn to all write missing cookie down on whiteboards then hold up.
Day 6- Letters and sounds phase 3 (see pg 78 for plan) Introduce ‘air’ phoneme- make a list of ‘air’ words then use 6 to play cookie jar game.
Day 7- Recap on ‘air’ phoneme- use interactive resource to ‘Look, cover, say and check’ on whiteboards.
Day 8- Chn to use write sentences inc words from the cookie jar, for ‘air’ phoneme.
ICT Links / Big Cat Phonics
Text: From Classworks Literacy.
  • Speaking & Listening/Group discussion/Drama Opportunities:
  • Listen with sustained concentration, building new stores of words in different contexts
  • Take turns to speak, listen to others' suggestions and talk about what they are going to do
Through drama :
Intended outcome of this teaching sequence;

Session number; 1 –(S&L & reading Focus

WALT: to recognise patterned language in a story.
Ask chn if they can recall any stories with patterned language? What are the patterns? Where is the repetition?
Share story of ‘The enormous turnip.’ What is the story about? Where is the repetition/pattern? Who are the characters?
( story.
Group work;
RED / ORANGE / YELLOW / GREEN
Chn to work in pairs to sequence the story on a long strip of paper and then share verbally to the rest of the class. / Chn to work in pairs to sequence the story on a long strip of paper and then share verbally to the rest of the class. / Chn to role play the story, discussing the sequence of events and characters. / IEP work-Writing CVC words.
PLENARY: Watch yellow groups role play- have they sequenced the story correctly?

Session number; 2 –(reading Focus)

WALT: to recognise patterned language in a story.
Read the traditional story of ‘Chicken Licken’ to the children and ask them to identify the repeated sentence, The sky is falling and we are going to tell the king. Invite them to join in with familiar parts of the story. Explain that this story is easy to remember because of the repetition and rhyming names.
Group work;
RED / ORANGE / YELLOW / GREEN
Chn to complete a comprehension from Key Comprehension book based on the story- Chicken Licken. / Chn to complete a comprehension from Key Comprehension book based on the story- Chicken Licken-T support. / Guided reading- KK
Chn to complete guided reading activity focussing on recognising high frequency words. / Phonics activities- with TA. Introducing ch, sh- ccvc words.
PLENARY: Consider stories ‘Chicken Licken’ and ‘The Enormous Turnip.’ Ask chn to state preferences and reasons.

Session number; 3 –( reading focus)

WALT: to Identify the main events and characters in stories
Read the story So much to the children and ask them to listen for repetitive phrases and sentences in the story, such as They weren’t doing anything, nothing really…, Then, DING DONG!, It was…, So much!. Discuss how the story follows this pattern with the number of people involved growing until Daddy appears for his birthday party.
Group work;
RED / ORANGE / YELLOW / GREEN
Guided reading-JR
Chn to complete guided reading activity based on a patterned/predictable story. / Guided reading-JR
Chn to complete guided reading activity based on a patterned/predictable story. / Chn to play game-reading and matching rhyming words together from New Literacy framework resource book pg - and thinking about adding additional rhyming words. / IEP target work- writing CVC words-KK
PLENARY: Ask yellow group to share some of the rhyming pairs they have found. Together continue the rhyming strings.

Session number; 4–(Writing focus)

WALT: to write in sentences, using full stops and capital letters.
Read Elephant Dance and identify the name of the main character, Ravi. Explain that Ravi’s Grandfather comes from India and look at the map in the middle of the book to find out more about it. Identify Ravi’s family members. How do they differ from the baby’s family in the story So much? Do their clothes look the same? Are their names similar?
Read some of the language used by Ravi’s Grandfather to describe the sun, wind, rain and snow and explain the meaning of any unfamiliar words. Do the children like listening to these exciting words describing familiar things?
Group work;
RED / ORANGE / YELLOW / GREEN
Chn to write a book review on their favourite story that we have covered so far in this unit. / Chn to write a book review on their favourite story that we have covered so far in this unit. / Chn to write about their favourite part of the story. / IEP target work- recognising high frequency words.
Sinead: blending cvc words
PLENARY: Listen to book reviews from red and orange group.

Session number; 5– (Writing focus)

WALT: to write in sentences, using full stops and capital letters.
Read The Other Ark and ask the children what they like or dislike about the story. Read the first page again, stressing the rhyming words.
Group work;
RED / ORANGE / YELLOW / GREEN
Children to draw a picture of their favourite creature from the story and write its name underneath. Ask chn to write a description of their characters. Ask them to discuss their drawings with their partners and add extra detail they might have forgotten. / Children to draw a picture of their favourite creature from the story and write its name underneath. Ask chn to write a description of their characters. Ask them to discuss their drawings with their partners and add extra detail they might have forgotten. / Children to draw a picture of their favourite creature from the story and write its name underneath. Ask chn to write some adjectives underneath the character to describe it. / IEP target work- writing simple captions
PLENARY:

Session number; 6 –(Writing focus)

WALT: to write a character description, in sentences.
Read The Other Ark and ask the children to recall some of the creatures that Sam Jam Balu takes into Noah’s alternative ark. Have they ever heard of any of these creatures? Look carefully at the illustrations. Do they look familiar or unfamiliar? Some of them have familiar names, such as hippo and camel, but look very different. Explain that the author has imagined them all for her story.
Group work;
RED / ORANGE / YELLOW / GREEN
Chn to think of a new, fantasy creature to go into the ark. Chn to write a sentence to describe this movement always starting with the words; Into the ark for example, Into the ark the eleworm slithered, slimy and grimy and green. / Chn to think of a new, fantasy creature to go into the ark. Chn to write a sentence to describe this movement always starting with the words; Into the ark for example, Into the ark the eleworm slithered, slimy and grimy and green. / Chn to think of a new, fantasy creature to go into the ark. Chn to write a sentence to describe this movement always starting with the words; Into the ark for example, Into the ark the eleworm slithered, slimy and grimy and green.
Teacher support / IEP target work- writing simple captions
PLENARY: Bring the class back together to show their creatures and talk about them. Explain that they will put them into their own story of Noah’s ark on Day 2.

Session number; 7 – (Writing Focus)

WALT: to Identify the main events and characters in stories
Read the story of Handa’s Hen and ask the children if they can identify a pattern in the story. What part does the phrase But where is Mondi? play in the story? Who says this? Read the story again and ask the children to join in with this phrase. Identify how the number of creatures Handa finds on her search for Mondi increases by one each time.
Group work;
RED / ORANGE / YELLOW / GREEN
Chn to write 3 more verses to the story, using the repeated phrase- ‘Where is Mondi? / Chn to write 3 more verses to the story, using the repeated phrase- ‘Where is Mondi? / Chn to write 2 more verses to the story, using the repeated phrase- ‘Where is Mondi? / IEP target work- writing CVC words-KK
PLENARY: