LiteracyWeekly Plan Miss Lucas
Date:week 4 and5
Class:1 / 2
CurriculumLinks including ICT, PSHE and Citizenship, ifappropriate:
PSHE- Taking turns totalk, Listening to others, Working co-operatively to produce astory for the class story book
YEAR 1 -Intended Learning/Objectives:
Ongoing:T1,T12, S1, S3, S6, W4, W7, W9, W10, W11
o Use talk to comparesettings, characters or themes in stories
Writing:T8,T9, T14, T15, T16, W8
Shared reading / writing
WALT Read wordsassociated with Soundswrite units and .
WALT Respond toa story we have read verbally and in writing
WALTto write aboutsignificant incidents from known stories
WALTT5to re-tellstories, to give the main points in sequence and to pick outsignificant incidents;
WALTthroughreading and writing, to reinforce knowledge of term sentencefrom previous terms.
WALTW3 to readon sight other familiar words;
WALT W3to read on sight other familiar words;
Picture walkthrough the text. Lots of discussion about what the children thinkthe plot might be.
Read up to thepart where the animals make a plan. Discuss what the children wouldplan. Write a plan to help duck.
Phonics withMiss Hampson.
Unit 1-7Sentence dictation with a picture independently. Symbol search ondouble graphemes and ch, sh, th.
Sentence levelwork using connectives to sequence sentences from . Refer to VCOPfor which connectives they will use.
Predict whatduck might do to the farmer. Share some of the writing done bySpiders.
Shared reading:Ch join in with repeated refrain. Focus on less able to make surethey can use this to help them decode the words.
Make a list /book of all the jobs on the farm. Illustrate and write a sentencefor each one.
Phonics withMiss Hampson, as yesterday.
Story bag forretelling & Literacy puzzles.
Mime some of thejobs from the story.
Use of masks totell the story, focus on use of expression to convey mood ofcharacters at different times during story.
As yesterday jobs in story.
Phonics withMiss Hampson.
Label charactersfrom the story using phonic awareness.
Use mask, taketurns to act out a sentence that one of the characters mightsay.
Show emotions ofduck throughout story. Make a word bank of words to describe hisfeelings. Scribe sentences and stick on pages talking about ducksfeelings.
Write sentencesusing because about the emotions of duck. Eg. Duck felt sadbecause he had to do all the work.
Phonic work withMiss Hampson
Rearrangesentence from story. How goes the work? Stick in books.
HF Wordsactivity, wordsearches or writing in a shape.
Human sentenceson theme of Caterpillars group.
Use of speechbubbles, stick on pages as appropriate.
As Wed andThur.
Phonics withMiss Hampson
Story bag andliteracy puzzles.
Cloze procedurebased on the text. HF word focus.
Enlarged versionof cloze procedure.
Look at a set ofpictures from the text. Order them, discuss what is happening ineach one and use full sentences when talking.
Order pictures,write captions on whiteboards then sentence strips.
HF words andhandwriting with Miss Hampson
HF words andhandwriting different words for each group depending onability
Read a set ofsimple captions. Match each to the appropriate picture from thestory. Discuss what makes each a good sentence.
Jamie to workwith this group.
Phonemedetectives look for the ae sound in a piece of text.
Phoneme eespot as many different spellings as possible record on sugar paperunder appropriate headings. Miss Warren to work between the twogroups.
Write sentenceson strips to match a variety of pictures from the story. Model needfor correct punctuation, finger spaces etc.
Ae phoneme in apiece of text as Spiders yesterday.
As Grasshopperswith Miss Warren.
Write speechbubbles for a different text relate to work from previousweek.
Read speechbubbles with expression from the different text used by C & Sgroups.
Workcollaboratively to add detail to the sentences. Talk about how wecan make them better use of wow words, adjectives, connectives etc.Use different coloured pen to edit. Read twice and compare.
Re write andedit a set of sentences. Use a word bank to support forideas.
As Spiders, withMiss Hampson.
Variety ofanimals, make labels for each using wow words to describe.
As above butprovide suggestions for words.
Describe usingwork , class guess which animal is being described.
Retell storyindependently for end of term assessment.
Implicationsfor future planning