Talk 4 Writing Planning

Week Commencing:
Text: Focus areas within Development Matters:
Goldilocks and The Three Bears  Engage in Story times.
 Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and
some in their own words.
 Use new vocabulary in different contexts
 Spell words by identifying the sounds and then writing the sound with letters.

Must Do: Write words around Goldilocks and the three
bears to describe her.
Pot of Gold Challenge:
Chn to write the words in a sentence. E.g., she has blue eyes.
Outside:
Provide chalks for children to use to draw
story pictures on the ground in an outside
area. Encourage them to talk about what they
have drawn. What have you drawn? Why? Can
you retell the story? What happens next?

Week 1 - Imitation Phase

Learning
Vocabulary and
Objective Main teaching Guided Activity Notes
key questions

To engage in story Place a half-eaten bowl of porridge on the teacher’s desk. Sequence picture cards to re-tell the What do you
times. Place a broken chair at the front of the classroom. story. notice about the Bowl of
‘Goldilocks’ doll or similar asleep in the book corner under the classroom? porridge,
blanket. Chn to complete a story map of the story
using the pictures to help them. Which traditional 3 bears
Hook

Discuss the things with children and identify the Traditional Tale. Encourage chn to label ‘bear’ and other tale do you know
simple words using phoneme mats to help that has these Goldilocks
Read the story of ‘Goldilocks and the Three Bears (published book not them spell things in?
model text). Blanket &
Shoebox
bed
 To listen to and talk Read modelled text to children. Sequence picture cards to re-tell the Which story is Model text
about stories to Draw a story map for the beginning and middle of the story. Draw in a story. this?
build familiarity and ‘s’ shape. Flipchart &
understanding. Decide on actions as the story map is being completed. Chn to complete a story map of the story Who are the pens
Retell it using the actions and story map completed so far.
Lesson 1

using the pictures to help them. characters?

Encourage chn to label ‘bear’ and other Baseline
simple words using phoneme mats to help What recording
them spell props sheet
other
might we Writing
need? books &
pencils
To retell the story, Read modelled text to children. Sequence picture cards to re-tell the Which is your Model text
once they have Story map the rest of the story. story. favourite line or
developed a deep Decide on actions as the story map is being completed. Look at sequencing cards from the story phrase from the Flipchart &
familiarity with the Retell the whole of the story using story map and actions. and ask the children to caption one and story? pens
write it into their books. Stick in picture.
Lesson 2

text, some as exact

For example, ‘Goldilocks sat on the bed’. Can you put on a
repetition and some Baseline
in their own words. different voice recording
for your sheet
character?
Writing
Which actions books &
should we use? pencils
To retell the story, Retell the model text version of the story. Sequence picture cards to re-tell the Model text
once they have Children to learn the story off by heart using the story map and story.
developed a deep actions to retell. Look at sequencing cards from the story Flipchart &
familiarity with the and ask the children to caption two pens
pictures and write it into their books.
Lesson 3

text, some as exact

Stick in picture.
repetition and some Baseline
For example, ‘Goldilocks sat on the bed’.
in their own words. recording
sheet

Writing
books &
pencils
 To use new Retell the story. Chn to learn the story off by heart using the story Sequence picture cards to re-tell the Which scene is Model text
vocabulary through map and actions to retell. story. being mimed?
the day. Look at sequencing cards from the story Flipchart &
and ask the children to caption two How do you know? pens
pictures and write it into their books.
Lesson 4

Stick in picture.
Which part of the Baseline
For example, ‘Goldilocks sat on the bed’.
story comes next? recording
sheet
Can anyone mime
the next part? Writing
books &
pencils
 Week 2 – Innovate Phase
Writing table: Pot of Gold Challenge: Outside:
Chn to write words for what other items Goldilocks could eat. Chn to write a sentence, ‘She could eat a…’ Remind chn to use Provide chn with clipboards, pieces of paper and pencils. Chn to
Pictures placed on table as a prompt but chn can think of their the Talk for Writing toolkit, finger spaces, capital letter and write whatever they wish, taking the clipboards anywhere in
own ideas too. Chn to write them on big pieces of A3 paper. full stops. the outdoor area.
Pictures of ‘ham’ ‘nut’ ‘jam’.
Learning Games
Objective Main teaching Guided Activity Vocabulary Notes

To retell the story, Provide toys and Display the class story map of Goldilocks Chn to write words in their books for other Character Story sack
once they have figures: and the Three Bears. items that Goldilocks might sit on and eat. Props Props
developed a deep for children to Such as ‘apple’ and ‘mat’ etc. Once upon a time… Figures
familiarity with the select and then Cover elements of story with post-it notes Stick sentence starter in book, Goldilocks Innovate Pictures
text, some as exact include in their new could sit on a …. swap Story map
Lesson 1

and explain that we are going to change

repetition and some version. those to create our own version of Goldilocks could eat a ….. Post-it
in their own words. e.g. different Goldilocks story. Chn to use the phoneme mats to help them. notes
animals, food, Cover: Bears, porridge, Chair, bed. Once finished, chn to think and share a (e.g. animals,
furniture. sentence to innovate the story. For example, doll house
‘Goldilocks ate an apple, too hard she said’. furniture,
toy food)

To retell the story, Use an image: Use the modified story map with post-it Chn to write words in their books for other Pretty, beautiful, Story sack
once they have Display a picture of replacements to re-tell the new version of items that Goldilocks might sit on and eat. gorgeous, lovely, Props
developed a deep Goldilocks. Goldilocks and the Three… Such as ‘apple’ and ‘mat’ etc. Wavy, bouncy Figures
familiarity with the Read the original Stick sentence starter in book, Goldilocks hair, Pictures
Lesson 2

text, some as exact description from the Learn new story off by heart. could sit on a …. mischievous, Story map
repetition and some model text. Goldilocks could eat a ….. terrible, Post-it
in their own words. Can they think of Chn to use the phoneme mats to help them. notes
alternative words Once finished, chn to think and share a (e.g. animals,
To learn new e.g. curly – wavy, sentence to innovate the story. For example, doll house
vocabulary. pretty – beautiful, ‘Goldilocks ate an apple, too hard she said’. furniture,
naughty – toy food)
mischievous
 To retell the story, Retell a story from Re-tell the new version of the story. Chn to write words in their books for other Gloomy Story sack
once they have a different Class shared writing: items that Goldilocks might sit on and eat. Props
developed a deep character’s view: Using the first part of the story map and Such as ‘apple’ and ‘mat’ etc. Figures
familiarity with the Read a letter of using the appropriate story language, Stick sentence starter in book, Goldilocks Pictures
text, some as exact apology from model writing 3 simple sentences to tell could sit on a …. Story map
repetition and some Goldilocks explaining the first part, narrate your thoughts as Goldilocks could eat a ….. Post-it
Lesson 3

in their own words. that she only ate the you write: Chn to use the phoneme mats to help them. notes
porridge because she ‘Once upon a time there was a little girl (e.g. animals,
To use new was so hungry and called Goldilocks. Chn to write their own sentence innovating doll house
vocabulary her mum had ran out Early one morning, she went for a walk in part of the story using one of their ideas. furniture,
throughout the day. and that she was a gloomy forest.’ (discuss the change of Teacher/TA to help with spelling of toy food)
going to bring the word) Goldilocks. For example, Goldilocks sat on a Letter from
Bears a cake to say ‘She found a cottage and stepped inside. mat, too --- she said. Goldilocks.
sorry. She ate the three ……...’ Model using capital letters, full stops and
finger spaces. Model using the phoneme map
to help spell words.
To retell the story, Model innovation: Re-tell the new version of the story. Chn to write two sentences in their books to Use vocabulary Story sack
once they have In a prepared story innovate the story. learnt so far from Props
developed a deep sack or ‘innovation Class shared writing: Teacher/TA to help with spelling of Owl Babies and Figures
familiarity with the story box’ - Using the next part of the story map and Goldilocks. Goldilocks. Pictures
text, some as exact decorated shoe box, using the appropriate story language, For example Story map
Lesson 4

repetition and some place the following model writing 3 simple sentences to tell Goldilocks sat on the grass, too itchy she (e.g. animals,
in their own words. items: 3 x bowls & the first part: said. doll house
spoons, prince, She felt tired and sat on…….’ Goldilocks then sat on the floor, too hard furniture,
To use new castle. Model telling Suddenly the three …….. came back. she said. toy food)
vocabulary a different story Goldilocks woke up and ran all the way Model using capital letters, full stops and Typed
throughout the day. using the props. home.’ finger spaces. Model using the phoneme map example of
(See typed example) to help spell words. modelled
innovation.
To retell the story, Retell the new Modelled weekly innovation: Chn to write two sentences in their books to Use vocabulary Story sack
once they have version of the text In a prepared story sack or ‘innovation innovate the story. learnt so far from Props
developed a deep from previous story box’ - decorated shoe box, place Teacher/TA to help with spelling of Owl Babies and Figures
familiarity with the sessions. the following items: 3 x bowls & spoons, Goldilocks. Goldilocks. Pictures
text, some as exact Reread the prince, castle. Model telling a different For example Story map
Lesson 5

repetition and some sentences that have story using the props. Goldilocks sat on the grass, too itchy she (e.g. animals,
in their own words. been written on the (See typed Example) said. doll house
flipchart paper. Using a skipping rope, place it into an ‘s’ Goldilocks then sat on the floor, too hard furniture,
To use new Highlight the capital shape. Explain to the chn that we are going she said. toy food)
vocabulary letters, full stops to be thinking of our own story today. Model using capital letters, full stops and Typed
throughout the day and finger spaces. Get objects out of the bag. Invent a story finger spaces. Model using the phoneme map example of
Link to tool kit. together and map out on a map. Use to help spell words. modelled
actions. Once completed, retell the story. innovation.
 Week 3 – Invention Phase
Writing table: Make little books for the chn to draw Pot of Gold Challenge: Encourage chn to write Outside:
in and make their own story. Encourage chn to label sentences in their little books to tell a story. Place on Provide chn with clipboards, pieces of paper and pencils. Chn to
their pictures. Fold pieces of paper in sixths. table grapheme mats. write whatever they wish, taking the clipboards anywhere in
the outdoor area.
Learning
Objective Games Main teaching Guided Activity Vocabulary Notes

Learning: to tell a Chn to watch and Tell a story! Weekly invention! 5. Chn to complete the sentences. Display vocab in
story using new learn the song: Using the 5-sentence story sentence stems Once upon a time, there were three _____ classroom:
vocabulary. Goldilocks and the engage the children in a modelled invention: One day______,  Once upon a
Three Bears - Debbie  Once upon a time Unfortunately (TA/Teacher to scribe, time
and Friends -  One day/Early one morning Luckily (TA/Teacher to scribe,  One
YouTube  Unfortunately Finally they _____ day/Early one
Lesson 1

 Luckily morning
 Finally Provide chn with sound mat. Encourage to  Unfortunately
find the initial sound in the word.  Luckily
Use a simple S plan on the flip chart to invent a  Finally
5-sentence story together, then retell with
actions. Remind chn of key vocabulary from the
sentence stems. Multiple objects from the
story can be changed, not just the animal. Such
as a branch could become a house etc.
Learning: to use Invent! Hide an object, Retell the story from yesterday using the story 4. Chn to complete the sentences.  Once upon a
new vocabulary. puppet or picture in a map. Encourage chn to use the 5 sentence story Once upon a time, there were three _____ time
box or bag. Use this as sentence stems.  One
One day______,
a starting point to
Unfortunately (TA/Teacher to scribe, day/Early one
develop a story.
Lesson 2

Work with the children to embellish each of Luckily (TA/Teacher to scribe, morning
the 5 sentences using adjectives. Explain to the Finally they _____  Unfortunately
chn that adjectives make our stories exciting.  Luckily
Write the key words (adjectives) on the story Provide chn with sound mat. Encourage to  Finally
map itself. Write the adjectives also on word find the initial sound in the word.
cards to display in the classroom on the Talk 4 Adjectives such
Writing wall. Explain to chn that these are they as humongous and
for us to ‘Magpie’ from if we need help! tiny.
 Learning: to write a Invent game! Read Shared writing 3 Chn to complete the sentences.  Once upon a
simple sentence. the book ‘The Snail Explain to the chn that today we are going to Once upon a time, there were three _____ time
and the Whale’. Now write our story using the adjectives from One day______,  One
make up a new story yesterday’s session. What is an adjective? Unfortunately (TA/Teacher to scribe, day/Early one
about the main Luckily (TA/Teacher to scribe, morning
character. Remind chn of the writing toolkit. Show chn the Finally they _____  Unfortunately
Lesson 3

display on the wall, c.l, full stops and finger  Luckily

spaces.  Finally
Provide chn with sound mat. Encourage to
Write two sentences. Model using sounds to find the initial sound in the word.
segment words for spelling and for CVC words
encourage chn to spell them to you. Model the
use of capital letters, full stops and finger
spaces.

SAVE THIS! Display on washing line.

Learning: to write a Change a dialogue Shared writing: 2. Chn to complete the sentences.  Once upon a
simple sentence. Tell the chn that Explain to the chn that today we are going to Once upon a time, there were three _____ time
Goldilocks said ‘too write the ending of our story using adjectives. One day______,  One
hard’ when she tried What is an adjective? Unfortunately __________ day/Early one
out the bed. What Luckily (TA/Teacher to scribe, morning
else could she say Remind chn of the writing toolkit. Show chn the Finally they _____  Unfortunately
Lesson 4

instead? E.g., ‘Ouch, display on the wall, c.l, full stops and finger  Luckily
that is not a spaces. Provide chn with sound mat. Encourage to  Finally
comfortable bed…’ Write two sentences. Model using sounds to find the initial sound in the word.
segment words for spelling and for CVC words
encourage chn to spell them to you. Model the
use of capital letters, full stops and finger
spaces.

SAVE THIS! Display on washing line.

 Learning: to use Retell the story Work with the chn to add a sentence to some 1. . Chn to complete the sentences. So, but, until
new vocabulary in a Goldilocks and the or all of the original 5 sentence story. Once upon a time, there were three _____
sentence. three bears using One day______,  Once upon a
story map and Model use of core conjunctions such as so, but, Unfortunately __________ time
actions. Luckily (TA/Teacher to scribe,
Lesson 5

until.  One
Finally they _____ day/Early one
Plan on S plan then share write key sentences morning
from the invented story. Provide chn with sound mat. Encourage to  Unfortunately
find the initial sound in the word..  Luckily
 Finally
 Week 4 – Vocabulary Development and Poetry
Writing table: Chn to complete observational writing Pot of Gold Challenge: Outside:
based on what they can see. See lesson 1 for this week Chn to write in sentences using the grapheme mat, Chn to use the milk bottle tops to make the CVC words.
where it is modelled. Chn to write in note form ‘small writing what they can see. Use the CVC cards previously made.
jug’ etc.
Learning
Objective Games Main teaching Guided Activity Vocabulary Notes

Learning: to use I can see – Pause Show the chn the picture of the Three Bears house on 5. Cold task: Chn to tell a story! Observations
new vocabulary in before the lesson the IWB. Explain today we are going to complete some Record on Tapestry as a record. Closely
a sentence. has started. Ask the observational writing. What does the word These can either be ‘added to Sentence
children what they observation mean? We look closely! What do you journal’ or kept just for our records. adjective
can see, hear and notice in the Three Bears house? Encourage chn to If chn are finding it difficult, chn
Lesson 1

feel at that moment spot what is inside the Three Bears house. Say could use a story bag as a resource
in time. sentence outloud, for example on the shelf there is a to help tell a story of their choice.
jug. Can we make our sentence more exciting? E.g. on
The shelf there is a small white jug.
Write sentences on the board to describe what can be
seen.
On the shelf… Above the …. In front of… On the
floor… On top of the…. Explain this activity is on the
writing table today!
Learning: to use Be a character – Sit Ask chn to think about Goldilocks. If they met her, 4. Cold task: Chn to tell a story! Who?
new vocabulary in chn in a circle. what would you ask? Explain to the chn that when we Record on Tapestry as a record. What?
a sentence. Children stand up and ask questions, they usually start with the same words. These can either be ‘added to Where?
move around the What do questions start with? Write these on the journal’ or kept just for our records. How?
Lesson 2

circle, moving like IWB. If chn are finding it difficult, chn Why?
Goldilocks, Little could use a story bag as a resource Question mark
Bear, Mummy Bear Discuss ideas for what we would ask Goldilocks. Write to help tell a story of their choice.
and Big Bear at a these on the IWB, modelling how to finish our
certain point in the question with a question mark.
story. E.g. when the
Bears come home.
 Learning: to write a Retell the story and Explain to the chn that Goldilocks is very sorry for 3. Cold task: Chn to tell a story! Dear
simple sentence. imagine – the teacher what she did to the Three Bears. What could she do Record on Tapestry as a record. Sorry
retells the story with to say sorry to the Three Bears? Write them a letter! These can either be ‘added to Adjective
the children acting it Explain that today we are going to be writing a letter journal’ or kept just for our records.
out freely in an open so say sorry to the Three Bears. We are going to If chn are finding it difficult, chn
Lesson 3

space. Every so pretend we are Goldilocks. What would she say? could use a story bag as a resource
often, settle ‘Dear the Three Bears, to help tell a story of their choice.
everyone down. Get I am very sorry for eating your ---- porridge’.
them to look around How could we make porridge even more exciting?
as if they were still Remind chn what an adjective is. Continue writing the
in the story. What letter to the Three Bears, modelling the correct use
can they see? What of capital letters, full stops and finger spaces.
can they hear? What
are they thinking?
Learning: rhymes, Storytelling game: Teach chn a poem about Bears. This session has been 2. Cold task: Chn to tell a story! Despair –
poems & songs. Make up a story by taken out due to Copyright. The Poem which was found Record on Tapestry as a record. discuss the
(Rec) passing it around the was from Twinkl all about Baby Bear. These can either be ‘added to meaning of this
circle. journal’ or kept just for our records.
word and other
If chn are finding it difficult, chn
Lesson 4

Chn to learn the poem off by heart and perform it to words that mean
the Headteacher in assembly in the afternoon. Chn to could use a story bag as a resource
to help tell a story of their choice. the name.
say it with expression and show actions to the poem.
How could we show that Baby Bear is feeling sad?

Learning: to tell a Tell a story! Weekly invention! 1. Cold task: Chn to tell a story!
story using new Using the 5-sentence story sentence stems engage the children in a modelled Record on Tapestry as a record.
vocabulary. invention: These can either be ‘added to
 Once upon a time journal’ or kept just for our records.
 One day/Early one morning If chn are finding it difficult, chn
Lesson 5

 Unfortunately could use a story bag as a resource

 Luckily to help tell a story of their choice.
 Finally

Use a simple S plan on the flip chart to invent a 5-sentence story together,
then retell with actions. Remind chn of key vocabulary from the sentence
stems. Multiple objects from the story can be changed, not just the animal.
Such as a branch could become a house etc.
 Week 5 – Non-Fiction - Imitation
Must Do: Pot of Gold Challenge: Outside: Follow instructions on recipe cards in the
Cut, stick and sequence the picture cards Label the pictures, e.g., milk, oats, sugar. Mud kitchen.
showing how to make porridge. (provide sound mats and pencils)
Learning
Objective Games Main teaching Guided Activity Vocabulary Notes

Learn new Hook – Porridge tasting. (provide alternative for children with allergies) Use the model text – Has anyone here Pre-made
vocabulary. Have prepared a large bowl of porridge and plastic spoons. ‘Instructions to make had porridge for bowl of
Ask the children who do we know that likes porridge. Porridge.’ breakfast today? porridge,
Lesson 1 - Hook

Remind the children that the bears liked it and so did Goldilocks. Who has never Plastic
Use new
Has anyone here had porridge for breakfast today? Follow the instructions to had porridge spoons,
vocabulary
Ask the children to put their hands up if they like porridge. Who has never had make porridge. before? Model text
through the day.
porridge before? What ingredients instructions
Show the children the bowl of porridge and hand out plastic spoons. do you think are Small plastic
Invite the children to all take a spoonful and taste it. (children with allergies to used to make cups
taste alternative version) porridge?
What ingredients do you think are used to make porridge?
Share model text with children.
NB wash the plastic spoons so that they can be re-used for guided groups.
Engage in non- Model the ‘Must do’ Display and read modelled text to children again. Use the model text – Which picture Mixed
fiction texts. activity: Children to begin to learn the text by heart. ‘Instructions to make comes first? pictures for
Porridge.’ Next? Last? sequencing,
Display mixed up This time children act out each instruction as they say it. plastic
Lesson 2

pictures showing Follow the instructions to What action spoons,

each step for making make porridge in the DT room. could we use for Model text
porridge. this instruction? instructions
Small plastic
cups
Ask the children to
help you sequence in
the correct order.
 Read individual Sort a variety of Display and read modelled text to children again. Use the model text – What sound can Images &
letters by saying objects & Children practise re-telling instructions as whole class. ‘Instructions to make you hear at the words on
the sounds for ingredients. Porridge.’ start of each prepared
them. (e.g. milk, bowl, Display images of: a bowl, a spoon, milk, porridge oats, word? flipchart,
spoon, porridge oats, microwave, sugar. Follow the instructions to Plastic
Lesson 3

sugar, tea pot, make porridge in the DT room. Which is the spoons,
squash, pepper, correct word to Model text
Display a list of words to match the objects from the
knife & fork, plate) match the instructions
texts. Ask the children to help you match the word to
Children to help sort picture? Small plastic
the appropriate picture. Remind children to focus on
them: cups
initial sound to help.
Used in porridge
How do you know?
making/NOT used to
make porridge.
Listen to and talk Mime one of the Display and read modelled text to children again. Use the model text – What do you Other
about selected non- instructions – can Children practise re-telling instructions as whole class. ‘Instructions to make notice about the examples of
fiction to develop a children guess which Look at the layout of the model text. Porridge.’ layout? instruction
deep familiarity one you are miming? What do you notice about the layout? texts.
Show the children other examples of instructions to Plastic
Lesson 4

with new knowledge Follow the instructions to Is it the same

and vocabulary. Ask a child to mime show that the layout for instructions is the same: a list make porridge in the DT room. for these spoons,
another and rest of of things you need then the steps to follow. instructions? Model text
class to guess. instructions
Highlight the imperative verbs – explain that these Small plastic
words are the doing part of each instruction. cups

Listen to and talk Explain that we are Display and read modelled text to children again. Use the model text – What things did Plastic
about selected non- going to take turns Children practise re-telling instructions as whole class. ‘Instructions to make we need to make spoons,
fiction to develop a to re-tell a part of Porridge.’ porridge? Model text
deep familiarity the instructions. Display pictures of ‘things you need’ as in lesson 2. instructions
Pass a wooden spoon Small plastic
Lesson 5

with new knowledge This time model writing a list of things you need. Explain Follow the instructions to What sound can
and vocabulary. around the children, that when you write a list you have to write each item on make porridge in the DT room. you hear at the cups
when the music a new line. start of each Pictures of
stops they must say Model using phonic knowledge as you write each word. word? the things
the next part – rest Use counting fingers to help. you need.
of class to mime it.
 Week 6 – Non-Fiction
Must Do: Pot of Gold Challenge: Outside:
Draw pictures to show how to make jelly. Chn to Write a list of the things you need to make provide other natural materials for recipe making, e.g.
lable picture. jelly. (provide sound mats and pencils) conkers, leaves, pebbles.

Learning
Objective Games Main teaching Guided Activity Vocabulary Notes

Learn new Play Simon says. Remind the children about the instructions for Group 5: Ask the children if Put Jelly
vocabulary. making porridge. they can remember how you Pour instructions
Give instructions, e.g. Explain that today you are going to make jelly. made the jelly. Recite Stir text
- Touch your nose Explain that the instructions are quite similar, together. What is the
Use new
- Stand up. watch closely so they can identify the Children cut, sequence and same? Jelly cubes
vocabulary
- Jump up and down similarities. stick pictures in their writing Different? Hot water
Lesson 1

through the day.

- Clap your hands Display the instruction on IWB. Follow them to books in the correct order to Spoon
- Nod your head. make the jelly. (half all of the ingredients to show how to make jelly. Small bowl
make half a pint) Use the pictures to work (clear)
What was the same? Different? together to say the Cold water
instructions. Focus on the
language (imperative verbs),
Jumbled Jelly
and structure of instructions.
making
picture
instructions.
 Engage in non- Hand out whiteboards & pens.
fiction texts. Give children instructions to
draw a snowman.
1. Draw a big circle at
the bottom.
2. Draw a small circle on
Lesson 2
the top.
3. Draw a face on the
top circle,
4. Draw 3 button on the
big circle.
Draw stick arms on each side.
Engage in non- Display jumbled instructions
fiction texts. (replace numbers with bullet
points) and ask children to
Listen to and talk help you sort and organise to
about selected non- create instruction text with
fiction to develop a correct layout:
e.g. > Add the cold water.
Lesson 3
deep familiarity
> Stir the jelly.
with new knowledge
Things you will need:
and vocabulary.
Jelly
Hot water
Show children a variety of instruction texts, Group 4: Ask the children if What do you Whiteboards
e.g. Recipes, games, planting seeds/bulbs, they can remember how you notice? Pens &
building lego sets, etc. made the jelly. Recite What is the rubbers
together. same?
Look at the layout. Children cut, sequence and What is Samples of
What do you notice? stick pictures in their writing different? instruction
What is the same? books in the correct order to How are they set texts.
What is different? show how to make jelly. out on the page?
How are they set out on the page? Use the pictures to work
Jumbled Jelly
together to say the
making
instructions.
Re-visit and read the Jelly instructions, asking picture
Focus on the language
children to join in and mime actions for each instructions.
(imperative verbs), and
instruction.
structure of instructions.
Display instruction template for making jelly Group 3: Children draw Jumbled
with ‘Things you will need’ section left blank: pictures to show how to make instructions,
Jelly using template provided. scissors, glue
Things you will need:
They must complete the title: sticks.
‘Instructions to
make_________’
Support with using phonic
1. Put the jelly cubes in the bowl. knowledge and sound mats to
2. Add the hot water. spell and use correct letter
3. Stir the jelly. formation.
4. Add cold water.
5. Put in the fridge.
Model writing the list of the things you will
need (narrate use of phonic knowledge to
support spelling and noting each item on a
new line)
 Listen to and talk Display the things you need or
about selected non- pictures of the things you
fiction to develop a need to make jelly.
deep familiarity
Lesson 4
with new knowledge Write a label for each one on
and vocabulary. a post-it note, narrating your
phonic knowledge as you write
(model being a writer).
Reveal your note and invite
children to stick it to
matching object.
Listen to and talk I can see – Pause before the
about selected non- lesson has started. Ask the
fiction to develop a children what they can see,
deep familiarity hear and feel at that moment
Lesson 5
with new knowledge in time.
and vocabulary.
Display partially completed instructions to Group 2: List Instructions
make jelly. Ask the children to help you Provide instruction text to make Jelly
complete and fill in the missing words. template for making jelly, writing frame.
1. _____ the jelly cubes in the bowl. with ‘Things you will need’ just
2. _______ hot water. showing pictures.
Sound mats
3. ______ the jelly. Children to write the list.
4. _______ cold water. Support with using phonic
Post-it notes
5. _______ in the fridge. knowledge and sound mats to
(Model using phonic knowledge to spell the spell and use correct letter
words). formation. Items needed
to make jelly
(or pictures)
Display a finished set of instructions to make Group 1:
Jelly. Ensure that there are mistakes such as Provide instruction text
no full stops, words missing, numbers for a list template for making jelly,
missing etc. with ‘Things you will need’ just
showing pictures.
What instructions? Children to write the list.
What could my next steps be? Support with using phonic
Go through the writing tool kit, looking for C.L, knowledge and sound mats to
full stops, finger spaces etc. spell and use correct letter
In a different coloured pen/pencil, model going formation.
through the text and making corrections.