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Narrative: The Gruffalo
LITERACY - WEEKLY PLAN Main Objectives: Y1: Sentence Level: Y1 S1, Y1 S2, Y1 S5, Y1, Y1 S8. Text Level: Y1 T1 to reinforce and apply their word-level skills through shared and guided reading;Y1 T2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read; Y1 T3 to notice the difference between spoken and written forms through re-telling known stories; compare oral versions with the written text; Y1 T4 to read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read; Y1 T7 to re-enact stories in a variety of ways, e.g. through role-play, using dolls or puppets. Main Objectives: Reception: Sentence Level: YR S1, YR S2, YR S3. Text Level: YR T1 through shared reading: to recognise printed and handwritten words in a variety of settings, e.g. stories, notes, registers, labels, signs, notices, letters, forms, lists, directions, advertisements, newspapers; that words can be written down to be read again for a wide range of purposes; to track the text in the right order, page by page, left to right, top to bottom; pointing while reading/telling a story, and making one-to-one correspondences between written and spoken words. YR T6 to re-read frequently a variety of familiar texts, e.g. big books, story books, taped stories with texts, poems, information books, wall stories, captions, own and other children's writing. YR T7 to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Learning Outcomes: to act out the story in small groups using some of the features of story language; to write sentences to match pics from the story.
TARGETED SUPPORT DURING INTRODUCTION Focus:
read children. Ask them to listen to the story very carefully, as we will be talking about it afterwards. Ask chn to predict what they think might happen at various points – using the illustration as clues. Talk about the story, how the characters are feeling at each point, how can you tell? What words does the author use to show that the animals are frightened? Encourage the chn to participate in the story by making facial expressions of the animals & suggesting different ways the different animals might sound when they speak. Tell the chn that today we will be learning to act out the story.
Speaking/Listening: The Gruffalo to the
Focus: Shared Reading: Tell
the children we will be looking at words containing the spelling patterns ‘ea’ and ‘oo’. As you read through the book, encourage the children to find the ‘ea’ and ‘oo’ words after each double page spread. Write them down in four columns according the sound (long or short vowel sound). Do not tell children why until text is completed as focus needs to be on enjoying the text. Once text is read, children can begin to consider why you’ve you put each spelling pattern into two columns? Can they think of any other words? Which column should they go in – get them to spell it for you. Words in book: tea, stream, cream, feast, bread, ahead, hear, leaves, wood, good, food, ‘toowhoo’, look.
Teacher input and activities
Focus: Shared Writing: Ask the children to summarise what happened on the first few pages of The Gruffalo – emphasise that when we are talking about the story we are using past tense to say what happened. Emphasise & encourage the chn to spot differences between the way the story is told verbally and how it is written. Ask them to suggest a sentence to describe what happened at the beginning of the story. Model writing sentence on the board, asking chn to help with spelling, finger spaces and capital letters & full stops. Discuss what a full stop is used for. Re-read sentence.
Focus: Emergent Writing: remind the children of the writing they did yesterday describing what happened at the beginning of the story. Show the children some pictures from the story, eg. fox asking mouse where he is going. Ask what happened here? Ask the children to tell you and model writing a sentence to describe it. Give each child a picture from the story (easier for L.A., more difficult for H.A.). Ask each child to hide their picture from their partner and describe what is happening in their picture to their partner before showing them the picture. Explain that they are going to write this sentence down with help. Remind about sounding out unfamiliar words.
Focus: Handwriting & Spelling: cursive handwriting practise & dictation (words containing ea and oo from The Gruffalo as well as words from JP word lists)
TARGETED SUPPORT DURING GROUP WORK
what happened next. Group 3: work in pairs . adults model use of writing table.in small groups acting out the story. Group 2: match ea and oo words to the corresponding pictures encourage them to sound out words to read them & notice common spelling patterns.match Gruffalo words to pictures by first looking for the initial sound.letter formation – followed by choosing time Followed by structured play activities: use of outdoor role play area. Adult work with 1 child at a time helping them to write their sentence (rest of group play in the Gruffalo ‘cave’ whilst waiting for their turn). Group 2: with support . Children have to spell words correctly using their phonic knowledge. owl. playdough. sand GROUP WORK – To demonstrate learning Rotate groups after 20 mins. Choose 1 child from each group to read out/show work Read The Gruffalo’s Child to the chn Assessment opps. snake & gruffalo. NB: take photos of chn during role-play to stick in books PLENARY Choose 1 group to act out story Q: what have we learned today about long vowel sounds? Ask chn to recap Group 4 – retell story to class using picture prompts. cut and stick into language books. Group 3: with support . Structured play activities: Gruffalo story board (magnetic) Group 1: independently write a sentence to describe what happened at the beginning of the story. helping them to write their sentence (the rest of the group complete independent Literacy activities whilst waiting for their turn). Groups 2 & 3 –adult work with 2/3 chn at a time. Then stick picture in book and copy the word next to it. Group 4– with support . using correct punctuation.ALL .copy the sentence from the IWB and then draw a picture to accompany it. reading. – handwriting and dictation at tables Groups 3 and 4 . Group 1: give children pictures of words containing ea and oo sounds from The Gruffalo. Once they have explained to an adult how & why they have sorted the words. Group 1 – independently act out story Group 2 – with support act out story Group 3 & 4 – with support act out story Structured play activities: colour in & cut out make individual Gruffalo masks. Group 4: with support . as a group sequence the story. at the end? Group 1 – independently – write 2 sentences to describe their picture using capital letter to begin sentence & end with a full stop. Encourage chn to say what happened at the beginning. How well did chn listen to story / can they remember the significant parts? Adult make obs of YR chn Adult make obs of YR chn Recorded work Recorded work . magnetic letters. different chn in each group playing the parts of the mouse. literacy games/jigsaws. Groups 1 and 2. what happened in the middle.using pictures & words. Group 4– in a small group discuss what is happening in their pictures.give children a list of the ea and oo words and ask them to first read them – then sort them into two groups. fox.copy the sentence from the IWB and draw a picture to accompany it.
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