Curriculum Area: Literacy – Farmer Duck Date: Group:

Lesson/Activity Objective: Early Learning Goal: Characteristics of Learning:

To understand what a list is and how to make Children use their phonic knowledge to write
one. words in ways which match their spoken sounds.
They also write some irregular common words.
They write simple sentences which can be read
by themselves and others. Some words are spelt
correctly and others are phonetically plausible.
What we are Why we are Development Matters – Success Criteria
learning? learning? 22-36 months 30-50 months 40-60 months
We are learning Lists are a feature of •Distinguishes between the •Sometimes gives meaning to . •Hears and says the initial
about the writing everyday life, and different marks they make. marks as they draw and paint. sound in words.
technique, lists. It this will be made •Draw attention to marks, signs •Ascribes meanings to marks •Can segment the sounds in
will be made relevant clear to the children and symbols in the that they see in different places. simple words and blend them
to the current text at the start, with the environment and talk about •Model writing for a purpose, together.
being studied, example of what they represent. Ensure e.g. a shopping list, message for •Uses some clearly identifiable
Farmer Duck. We will shopping lists being
this involves recognition of parents, or reminder for letters to communicate
be making a list of all given.
English and other relevant ourselves. meaning, representing some
the chores that the
farmer makes the scripts. •Encourage the children to use sounds correctly and in
poor duck do. their phonic knowledge when sequence.
writing. •Writes own name and other
things such as labels, captions.
•Attempts to write short
sentences in meaningful
contexts.

Pedagogy/teaching approaches: Use of modelling to ensure the Resources:

children understand what is expected of them. Use of questioning to Farmer duck, sheet for making a list, a sheet with all the pictures of the
further their learning. duck doing jobs.

Key Questions for learning and teaching: Key Vocabulary:

Who can tell me what a list is? Where do we use lists? Have you List, bullet points,
ever seen mummy or daddy use a list?
Prior learning: The children may have seen lists around their home. Some may even have written some. Suspect that prior knowledge will
differ depending on home experiences.

Timing: Activity:
What will the adult be doing? (including modelling):

8 mins Read Farmer Duck to the children. Talk to the children about all the poor horrible things that the farmer makes the duck

3-5 mins Introduce the term ‘list’. Ask the children if they know anything about lists already (testing prior knowledge). Talk about what we
use lists for, giving an example of a shopping list. Explain that parents will write shopping lists so that they do not forget what
they need to buy. Write an example of a shopping list on a whiteboard, using bullet points to make this list. Make a note of this
to the children, and explain in language that they understand that this is a bullet point and often what we use to create short
pieces of information.

3 mins Explain our activity: ‘We are going to make a list about everything that the farmer made the duck do’. Hand out the sheet for
making lists. Tell the children that we are going to put a bullet point before what we write. Again, model this.

10 mins The children will now make a list of all the chores that the duck did, remembering to bullet point each item. For children who
forget or are unsure, a sheet can be provided with images of the chores on.

Differentiation: Children finding this activity easy can be encouraged to write short phrases rather than a couple of words.
Likewise, children struggling can have the activity reduced to single words. All children to be encouraged to use their fred
fingers and phonics knowledge.

What will children be doing?

Assessment: (Reflections on children’s learning)
Children who have been successful in this activity will demonstrate a good understanding of what a list is and how we use them in the real
world.