Jen 23

Teaching sequence

Reading, Writing and Responding to a range oftexts.

Reading

             Identify themain events and characters in stories, and find specificinformation in simple texts

             Use syntax andcontext when reading for meaning

             Explore theeffect of patterns of language and repeated words andphrases

             Apply phonicknowledge and skills as the prime approach to reading and spellingunfamiliar words that are not completely decodable

             Read more challenging textswhich can be decoded using their acquired phonic knowledge andskills, along with automatic recognition of high frequencywords

Analysis

(Engaging and responding to texts)

             Select booksfor personal reading and give reasons for choices

             Interpret atext by reading aloud with some variety in pace and emphasis

Writing (Creating and Shaping texts)

               Use keyfeatures of narrative in their own writing

             Find and usenew and interesting words and phrases, including storylanguage

             Writechronological and non-chronological texts using simplestructures

             Compose andwrite simple sentences independently to communicate meaning

             Use capitalletters and full stops when punctuating simple sentences

             Write withspaces between words accurately

Additional Literacy activities inc phonics/wordstructure & spelling

Phonics

Day1- Recap all phonemes from Phases 3 letters and sounds, and quickrecall of high frequency words..

Day2-Recap all phonemes from Phase 3 letters and sounds, and quickrecall of high frequency words.

Day3- Letters and sounds phase 3 (see pg 78 for plan) Introduce earphoneme- make a list of ear words then use 6 to play cookie jargame.

Day4- Recap on ear phoneme- use interactive resource to Look,cover, say and check on whiteboards.

Day 5- Play cookie jar game chn to all writemissing cookie down on whiteboards then hold up.

Day6- Letters and sounds phase 3 (see pg 78 for plan) Introduce airphoneme- make a list of air words then use 6 to play cookie jargame.

Day7- Recap on air phoneme- use interactive resource to Look,cover, say and check on whiteboards.

Day8- Chn to use write sentences inc words from the cookie jar, forair phoneme.

ICT Links

Big CatPhonics

Text: From Classworks Literacy.

             Speaking &Listening/Group discussion/Drama Opportunities:

      Listen withsustained concentration, building new stores of words in differentcontexts

      Take turns tospeak, listen to others' suggestions and talk about what they aregoing to do

Through drama :

Intended outcome of this teachingsequence;

WALT: to recognisepatterned language in a story.

Askchn if they can recall any stories with patterned language? Whatare the patterns? Where is the repetition?

Share story of The enormous turnip. What is thestory about? Where is the repetition/pattern? Who are thecharacters?

(http://www.eurotales.eril.net/turnipuk.htm)-interactivestory.

Groupwork;

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Chnto work in pairs to sequence the story on a long strip of paper andthen share verbally to the rest of the class.

Chnto work in pairs to sequence the story on a long strip of paper andthen share verbally to the rest of the class.

Chnto role play the story, discussing the sequence of events andcharacters.

IEPwork-Writing CVC words.

PLENARY: Watch yellow groups role play- have theysequenced the story correctly?

WALT: to recognisepatterned language in a story.

Read the traditional story of Chicken Lickento the children and ask them to identify the repeated sentence,The sky is falling and we are going to tell the king. Invitethem to join in with familiar parts of the story. Explain that thisstory is easy to remember because of the repetition and rhymingnames.

Groupwork;

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Chnto complete a comprehension from Key Comprehension book based onthe story- Chicken Licken.

Chnto complete a comprehension from Key Comprehension book based onthe story- Chicken Licken-T support.

Guided reading- KK

Chnto complete guided reading activity focussing on recognising highfrequency words.

Phonics activities- with TA. Introducing ch, sh-ccvc words.

PLENARY: Consider stories Chicken Licken and TheEnormous Turnip. Ask chn to state preferences andreasons.

WALT: toIdentify themain events and characters in stories

Read the story So much to the childrenand ask them to listen for repetitive phrases and sentences in thestory, such as They werent doing anything, nothing really,Then, DING DONG!, It was, So much!. Discusshow the story follows this pattern with the number of peopleinvolved growing until Daddy appears for his birthday party.

Groupwork;

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Guided reading-JR

Chnto complete guided reading activity based on apatterned/predictable story.

Guided reading-JR

Chnto complete guided reading activity based on apatterned/predictable story.

Chnto play game-reading and matching rhyming words together from NewLiteracy framework resource book pg - and thinking about addingadditional rhyming words.

IEPtarget work- writing CVC words-KK

PLENARY: Ask yellow group to share some of the rhymingpairs they have found. Together continue the rhymingstrings.

WALT: to write insentences, using full stops and capital letters.

Read Elephant Dance and identify the nameof the main character, Ravi. Explain that Ravis Grandfather comesfrom India and look at the map in the middle of the book to findout more about it. Identify Ravis family members. How do theydiffer from the babys family in the story So much? Do theirclothes look the same? Are their names similar?

Read some of the language used by RavisGrandfather to describe the sun, wind, rain and snow and explainthe meaning of any unfamiliar words. Do the children like listeningto these exciting words describing familiar things?

Groupwork;

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Chnto write a book review on their favourite story that we havecovered so far in this unit.

Chnto write a book review on their favourite story that we havecovered so far in this unit.

Chnto write about their favourite part of the story.

IEPtarget work- recognising high frequency words.

Sinead: blending cvc words

PLENARY: Listen to book reviews from red and orangegroup.

WALT: to write insentences, using full stops and capital letters.

Read The Other Ark and ask the childrenwhat they like or dislike about the story. Read the first pageagain, stressing the rhyming words.

Groupwork;

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Children to draw a picture of their favouritecreature from the story and write its name underneath. Ask chn towrite a description of their characters. Ask them to discuss theirdrawings with their partners and add extra detail they might haveforgotten.

Children to draw a picture of their favouritecreature from the story and write its name underneath. Ask chn towrite a description of their characters. Ask them to discuss theirdrawings with their partners and add extra detail they might haveforgotten.

Children to draw a picture of their favouritecreature from the story and write its name underneath. Ask chn towrite some adjectives underneath the character to describeit.

IEPtarget work- writing simple captions

PLENARY:

WALT: to write acharacter description, in sentences.

Read The Other Ark and ask the childrento recall some of the creatures that Sam Jam Balu takes into Noahsalternative ark. Have they ever heard of any of these creatures?Look carefully at the illustrations. Do they look familiar orunfamiliar? Some of them have familiar names, such as hippo andcamel, but look very different. Explain that the author hasimagined them all for her story.

Groupwork;

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Chnto think of a new, fantasy creature to go into the ark.Chn to write a sentence todescribe this movement always starting with the words; Into theark for example, Into the ark the eleworm slithered, slimyand grimy and green.

Chnto think of a new, fantasy creature to go into the ark.Chn to write a sentence todescribe this movement always starting with the words; Into theark for example, Into the ark the eleworm slithered, slimyand grimy and green.

Chnto think of a new, fantasy creature to go into the ark.Chn to write a sentence todescribe this movement always starting with the words; Into theark for example, Into the ark the eleworm slithered, slimyand grimy and green.

Teacher support

IEPtarget work- writing simple captions

PLENARY: Bring the class back together to show theircreatures and talk about them. Explain that they will put them intotheir own story of Noahs ark on Day 2.

WALT: toIdentify themain events and characters in stories

Read the story of Handas Hen and ask thechildren if they can identify a pattern in the story. What partdoes the phrase But where is Mondi? play in the story? Whosays this? Read the story again and ask the children to join inwith this phrase. Identify how the number of creatures Handa findson her search for Mondi increases by one each time.

Groupwork;

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Chnto write 3 more verses to the story, using the repeated phrase-Where is Mondi?

Chnto write 3 more verses to the story, using the repeated phrase-Where is Mondi?

Chnto write 2 more verses to the story, using the repeated phrase-Where is Mondi?

IEPtarget work- writing CVC words-KK

PLENARY: