Autumn 1 Literacy Plan

8/11/2019 Autumn 1 Literacy Plan

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Year 1 Unit 1 Fiction 4 weeks Autumn Term 1

Range:Stories with familiar settingsTher Shopping Basket John BurninghamDogger Shirle !ughes

Beegu Ale"is Deacon#here$s m Te%%& Je' All(oughOverview

)ea% se*eral stories %uring the unit which are (ase% aroun% inci%ents

an% settings that are familiar to the chil%ren+ ,%entif where the stortakes place- who is in*ol*e% an% what happens+ ,ntro%uce the wor%s.character.- .setting.- .e*ents.+ Demonstrate how to appl wor% rea%ingskills an% strategies an% in*ol*e chil%ren in using these strategiesthemsel*es+

/hil%ren i%entif the main e*ents in a stor an% re0enact using- for

e"ample- props- pictures or puppets+

,%entif an% %iscuss a familiar e"perience in a stor- for e"amplegetting lost+ /hil%ren make links with their own e"periences+

"plore imaginati*e i%eas arising from this using role0pla- for

e"ample .The %a /lass 1 got lost.+ 2ake a simple stor plan- fore"ample using a se3uence of photos from the %rama acti*it+Demonstrate how to write sentences to tell the stor+ )einforce theapplication of spelling strategies an% correct sentence punctuation+2ake a class (ook+

/hil%ren recount their own real or imagine% e"periences orall+ The

recor% their plan ( %rawing a se3uence of pictures- then writingsentences5 to retell the stor in writing+ The se3uence coul% (erepeate% twice using %i6erent (ooks as a starting point+

Prior Learning:

/heck that chil%ren can alrea%7

8isten attenti*el to stories (eing tol% or rea% an% then i%entif the

main characters an% the setting+

)e0enact a stor the ha*e hear% an% inclu%e the main character an%

some of the main e*ents+

Begin to form a simple sentence when attempting writing for %i6erent

purposes+

Teaching ObjectivesMost children learn to:

1. Speaking

Tell stories an% %escri(e inci%ents from their own e"perience in

an au%i(le *oice

)etell stories- or%ering e*ents using stor language

2. Listening and responding

8isten with sustaine% concentration- (uil%ing new stores of

wor%s in %i6erent conte"ts

. !ra"a

"plore familiar themes an% characters through impro*isation

an% role0pla

#. $ord recognition: decoding %reading& and encoding %spelling&

)ecognise an% use alternati*e was of pronouncing the

graphemes alrea% taught

)ecognise an% use alternati*e was of spelling the graphemes

alrea% taught

,%entif the constituent parts of two0slla(le an% three0slla(le

wor%s to support the application of phonic knowle%ge an% skills

)ecognise automaticall an increasing num(er of familiar high

fre3uenc wor%s

Appl phonic knowle%ge an% skills as the prime approach to

rea%ing an% spelling unfamiliar wor%s that are not completel%eco%a(le

)ea% more challenging te"ts which can (e %eco%e% using their

ac3uire% phonic knowle%ge an% skills- along with automaticrecognition of high fre3uenc wor%s

)ea% an% spell phonicall %eco%a(le two0slla(le an% three0

slla(le wor%s

'. $ord str(ct(re and spelling

Spell new wor%s using phonics as the prime approach


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Segment soun%s into their constituent phonemes in or%er to

spell them correctl

)ecognise an% use alternati*e was of spelling the graphemes

alrea% taught

Use knowle%ge of common in9ections in spelling- such as

plurals- -ly- -er

)ea% an% spell phonicall %eco%a(le two0slla(le an% three0

slla(le wor%s

). *nderstanding and interpreting te+ts

,%entif the main e*ents an% characters in stories- an% :n%

speci:c information in simple te"ts

Use snta" an% conte"t when rea%ing for meaning

,. -ngaging with and responding to te+ts

Select (ooks for personal rea%ing an% gi*e reasons for choices

;isualise an% comment on e*ents- characters an% i%eas- making

imaginati*e links to own e"periences

. /reating and shaping te+ts

,n%epen%entl choose what to write a(out- plan an% follow it

through

Use ke features of narrati*e in their own writing

/reate short simple te"ts on paper an% on screen that com(ine

wor%s with images an% soun%s5

10. Te+t str(ct(re and organisation

#rite chronological an% non0chronological te"ts using simple

structures

11. Sentence str(ct(re and p(nct(ation

/ompose an% write simple sentences in%epen%entl tocommunicate meaning

/lassroo" -nviron"ent

Shop role pla area

"ample shopping lists- proformas in writing area+

ssess"ent Opport(nities

Phase 1,%entif the main character an% setting in a stor using e*i%ence from theillustrations an% te"t teacher o(ser*ation- %iscussion5+

Phase 2)e0enact a stor- se3uencing the main e*ents correctl an% using phrasesfrom the te"t teacher o(ser*ation5+

Phase

#rite three simple sentences to tell a stor or recount of e*ents (ase% onpersonal e"perience- using stor language where appropriate marking-chil%ren.s own e*aluation against agree% success criteria5+

3e4 spects o5 Learning

/reative thinking/hil%ren will appl imaginati*e i%eas to create i%eas for %rama an% stor writing (ase% on familiar inci%ents an% settings+

Motivation/hil%ren will ha*e a clear goal for their in%epen%ent writing 0 composing three complete sentences 0 an% will (e a(le to assess their own progress inachie*ing that goal as the rea% through what the ha*e written+

-val(ation/hil%ren will %iscuss success criteria for their written work- gi*e fee%(ack to others an% (egin to


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/o""(nication/hil%ren will %e*elop their a(ilit to %iscuss as the work colla(orati*el in paire%- group an% whole0class conte"ts+ The will communicate outcomesorall- in writing an% through ,/T if appropriate+

P6S- 17TheShopping8asket9

Phonicactivities

Teaching /ontent ctivities Plenar4

$ee

k 1!a4 1

;ntrod(ctor4 Lesson

;isiting shops- looking at the kin%s of things that are sol% there+8=7 To acti*ate prior knowle%ge a(out shopping e"periences+

Ta(les set up to (e %i6erent shops (akers- greengrocers- to shop- clothes shop-sweet shop5- chil%ren *isit each shop an% class %iscusses their own e"periences of

shopping+

/hil%ren communicateto a partner fa*ouritean% least fa*ouriteshops>shoppinge"periences- gi*ingreasons+

$eek 1!a4 2 nd R(b4 b4 the end o5 thelesson.

Show the photos taken%uring our hunt+ #hat ishappening in each&/hil%ren to %iscuss whathappene%+

!a4 < /ontinue rea%ing Dogger+ )ecap wh

Dogger was precious to Da*e+ #ithlearning partners- use the pictures on ,#Bto retell the stor so far+ /hoose people totell us the stor+)ea% all the parts where the are lookingfor Dogger+ !ow is Da*e feeling&

Using pictures taken %uring the hunt$ or%erthe e*ents+/hil%ren nee% to ha*e C pictures startingwith )u( (eing lost Jon looking sa%5- usgoing looking for her an% :nall- us :n%ingher+

2o%el sentence on ,#Bwriting to go with thepictures+

!a4 < )ea% the :nal part of the stor- whereDa*e :n%s Dogger an% his sister gets him(ack+!ow %oes Da*e feel now& ?re%ict an%impro*ise the possi(le con*ersation(etween Da*e an% his sister after she gotDogger (ack for him+

#rite C sentences an% %raw pictures a(outhow )u( was lost+ )u( was lost+ 2r+8ongsta6 was sa%+ #e foun% )u( an% wewere happ+5!A #rite own sentences an% match to the Cpictures+2A /ut out wor%s to go with the C picturesan% put into the correct or%er un%erneath+8A 2atch sentences to the correct pictures+

)ea% an% %iscussanother stor with asimilar theme+ #hat arethe%i6erences>similarities&

Learning o(tco"e 5or Phase 2:


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Documents

Autumn 1 Literacy Plan