Where the Wild Things Are 2 Wks Plan

8/14/2019 Where the Wild Things Are 2 Wks Plan

1/4

Spring term, Miss Jill Lucas

LITERACY PLANNERYear group: 1Term: Spring 2 2008Week: Wks 1 and 2 of Fantasy Stories unitWhere the Wild hings !re

Outcome: Compose complete sentences correctly demarcated by capitalletters and full stops (marking and feedback against agreed success criteria). Write a short storywith the events organised sequentially into problem and resolution (marking and feedback againstagreed success criteria).

Text: Where the Wild hings !re

New Framework Overview:

Read stories about fantasy worlds, for eample imaginary lands, space, animal homes.!isualise settings, talk about what is new or unepected and predict how characters will lookand behave in these settings. "ake links with children#s eperience, for eample, what wouldyou do if you found yourself here$ Compare and contrast stories with different settings andencourage children to epress preferences.

%dentify the main characters and events in a story. Children retell orally with main events in

sequence. Watch a short performance or film version of a story with a fantasy setting. &sk children to

identify the key features and epress views about, for eample, how they created a sense ofecitement. Children write about a significant incident from the story that was performed.

Read several short stories with similar imaginary settings. &sk groups of children to makepredictions about what will happen in that type of story and how characters will behave. 'heycheck their predictions by reading further stories.

Create an imaginary setting and characters with the class. Explore story ideas usingdiscussion and role-play. Record the main events for a class story based on children'ssuggestions and tell the story orally. Children then write their own version of the story,using or adapting the class ideas. Support children in writing stories with a clear beginning,middle and end. Each part has more than one sentence and events are seuenced logically.!he stories could include good and bad characters and examples of story language.

New Framework Objectives"ost children learn to('he following list comprises only the strands, numbered through *, that are relevant to this particular unit.). +peaking

'ell stories and describe incidents from their own eperience in an audible voice

Retell stories, ordering events using story language*. istening and responding

isten with sustained concentration, building new stores of words in different contets-. rama

/plore familiar themes and characters through improvisation and role0play1. Word recognition decoding (reading) and encoding (spelling)

Recognise and use alternative ways of pronouncing the graphemes already taught

Recognise and use alternative ways of spelling the graphemes already taught

%dentify the constituent parts of two0syllable and three0syllable words to support the application of phonic knowledge and skills

Recognise automatically an increasing number of familiar high frequency words &pply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable

Read more challenging tets which can be decoded using their acquired phonic knowledge and skills, along with au tomatic recognition of high frequency words

Read and spell phonically decodable two0syllable and three0syllable words2. Word structure and spelling

+pell new words using phonics as the prime approach

+egment sounds into their constituent phonemes in order to spell them correctly

Recognise and use alternative ways of spelling the graphemes already taught

3se knowledge of common inflections in spelling, such as plurals, 0ly, 0er

Read and spell phonically decodable two0syllable and three0syllable words4. 3nderstanding and interpreting tets

1


2/4


%dentify the main events and characters in stories, and find specific information in simple tets

3se synta and contet when reading for meaning5. /ngaging with and responding to tets

+elect books for personal reading and give reasons for choices

!isualise and comment on events, characters and ideas, making imaginative links to own eperiences6. Creating and shaping tets

%ndependently choose what to write about, plan and follow it through

3se key features of narrative in their own writing

Create short simple tets on paper and on screen that combine words with images (and sounds)7. 'et structure and organisation

Write chronological and non0chronological tets using simple structures. +entence structure and punctuation

Compose and write simple sentences independently to communicate meaning

Whole classlearning

Whole class word/sentenceGuided learning

Independentlearning /

differentiation

Plenar !A"L

on!"ase#$a% #

"ntroduce tricky #ords from $hase #o% ell ch they #ill see a #ord they cannot soundout & or ha'en(t learned ho# to sound out yet% )ighlight the tricky part of each #ord%

!sk ch if they can read #ords each time% !dd to tricky #ords display and ensure

children kno# #here it is and #hat it #ill *e used for%

Miss LucasSentence su*stitution + $olice fficers

Miss )ampson

ricky #ord *ingo + Fire Fighters

S#ap acti'ities to familiarise children #ith

*oth *efore end of session%

Lollipop $atrol and$aramedics

Writing tricky #ords in a

shape% Write each one in a

sentence%

-entists . /$

$lay re'eal the#ord% 0emind

children of the

morning acti'ities

that #ill relate to

the tricky #ords%

Tues!"ase#$a% 2

W!L respond to a story%

W!L participate in group discussion, listening and sharing ideas%

0ead and respond to story% alk for #riting% W)S pg% " am naughty #hen 3%

Miss Lucas

-entists + !s Fire Fighters

Miss )ampson + Fire Fighters

" am naughty #hen 3% 4se copymaster

$aramedics 5 Lollipops

"ndependent #riting in a 6ig

6ag *ook%

$olice . /$

!sk children for

some of the things

they do #hen they

are good7

T

"ur!"ase#$a% &

W!L #rite sentences #ith correct punctuation that make sense%

Sho# set of prepared sentences% Sho# sentence ch re + #rite on their #hite*oards

#ith correct full stops and capital letters% 0elate to large 'ersion of helping hands%

Miss Lucas

Fire Fighters

Sentence strips cut up% /opy out correct

sentence% $ossi*ly link to topic if applica*le%

$olice fficers

!s FF *ut independent


$honeme sort re'ision of 8ee(

phoneme%

9'aluate again *ut

this time talk of

0ed )ot Sentences

and #hat makes a

0)S%

2


3/4


Whole classlearning

Whole class word/sentenceGuided learning

Independentlearning /

differentiation

Plenar !A"L

Fri!"ase#$a% '

W!L #rite sentences to interest our reader%

!s yesterday *ut change focus from adding punctuation to use of connecti'es, #o#

#ords and 'er*s% "ntroduce the idea of using the red, am*er, green key rings to

e'aluate peers( sentences%

4se Smart*oard and drag & drop #ords in appropriate places%


"mpro'e sentences acti'ity using

Smart*oard file do#nloaded from 9S and

:/$%

$olice fficers 5 Fire

Fighters

$ro'ide #ith a *ank of

sentences #ith no capital

letter or full stop, they must

re.#rite #ith correct

punctuation%

-entists

Special *ooks

9'aluate sentences

impro'ed *y $ and L

groups using red,

am*er, green key

rings%

on!"ase#$a% (

W!L compose sentences independently that make sense%

W!L compose sentences that interest our reader%

;ey #ords focus + depends on progress last Monday%

Write a simiple story *out dreams and monsters% -ra# a monster to illustrate the

story and model #riting simple sentences my dream monster is naughty *ut gentle% My

dream monster eats chocolate cake% alking partners a*out monster%

Miss Lucas

$olice fficers + play My -ream

Monster%


Write full sentences

descri*ing their dream

monster using the modelled

sentence%

Look at the

monsters in the

story% alk a*out

fa'ourites and

descri*e them%

Tues!"ase2$a% #

W!L identify and discuss the main character in a story%

Shared #riting of a letter to Ma?% oday focus on #hat #e #ould like to tell Ma? a*out

us + #hat #ould he *e interested in% Lots of discussion a*out the character of Ma? and

his interests @*oy, likes #ild games, party, ageAB

Miss Lucas

Fire Fighters + #rite a letter to Ma?%

Miss )ampson . $olice fficers to #rite a

letter to Ma?%

-entists

;ey #ord acti'ity *ased on

Monday(s #ork%


Sentence su*stitution

Letters 5 Sounds%

$lay #hole class

sentence

su*stitution using

#hite*oards%

T"urs!"ase

2$a% 2

W!L identify and discuss the main character in a story%

0ead a letter to Ma? that some*ody has #ritten% )ot seat one of the children

pretending to *e Ma? and respond to the Cuestions in the letter% Share a range of

Cuestions for group acti'ity%

Miss Lucas

Lollipop $atrol

!ns#er Cuestions in role as Ma?%

Fire Fighters 5 -entists

Write adDecti'es to descri*e

characters% /reate 6ig 6ag

*ook #ith a range of

monsters, princesses etc%

$olice fficers

!s Lollipop $atrol *ut

simplify sentences%

/ategorise

statements spoken

*y a familiar

character eg%

gruffalo,


4/4


on!"ase2$a% &

W!L identify and discuss story settings%

W!L descri*e story setting using a range of 'oca*ulary%

4se the picture opposite the te?t that reads 83and gre# until his ceiling hung

#ith 'ines%(% -iscuss the illustration% What can Ma? seeA Share ideas,

focusing on really good 'oca*ulary. phrases and #ords% 9ncourage use of

similes *y sho#ing a fe# e?amples

Work in Mi?ed a*ility pairs to annotate o#n illustration from the te?t%

Miss Lucas + -entists

Write sentences to descri*e the picture% 0elates to "9$ group target%

!ctE /reate class

collection of

fa'ourite phrases

@WW #ordsB%

Tues!"ase2$a% '

W!L discuss characters and story settings

Sho# the picture of Ma? on the #ild thing(s shoulder% alk a*out

ho# Ma? is feeling% Write thought *u**les for this picture using

alking $artners%

$aramedics

Write thought *u**les and speech

*u**les for a page in the story%

Fire Fighters 5 $olice fficers

;ey #ord #riting in a shape%

Lollipop $atrol

Sentence *uilding game%

-entists . /$

Write thought *u**le

on "W

Documents

Where the Wild Things Are 2 Wks Plan