Grange Short Term Literacy Plan (Guided work planned on additional sheets)

Class: Venus/Mercury Teacher(s): Miss Rahman/Miss Wragg Year Group/s: 1 Term: 2 (Spring) Date: 02/01/06

Key Objectives Text: 7) To discuss reasons for, or casues of, incidents in stories; 8) to identify and discuss characters; 9) to become aware of character and dialogue by role playing parts; 14) to represent outlines of story plots; 15) to build story plots; 15) to bui.d simple character profiles. Word: to hear and say phonemes in final positions; to know more phoneme grapheme correspondences; to blend to read CVC words Sentence: 7) to use capital letters for the personal pronoun I; 3) To predict words from preceding words in sentences, suggesting alternatives that make sense. Day of week Daily Objective(s) Word/Sentence level (Pips/Spelling Bank DEW/GFW) Shared reading/writing (Whole class) Core activity ( with differentiation)
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Plenary (Refer to objectives) ______________ Most children will _______________ Some children will extend by Ask children to guess what the inside of your fruit would look and taste like. List some of the ideas. Cut the fruit in half and show. Taste the fruit and compare with the listed ideas.

Some children will require support

Other English Cross curricular links Speaking & Listening opportunities Handwriting

We are learning to: Construct sentences using stories from other cultures

Monday

Sound buttons a/e/i/o/u/ee/oo Silly Questions

Tell the children that we will be looking at stories from other cultures. Bring in a selection of fruits which are exotic. Choose interesting shapes and colors and textures. Carry these in a bag so that the children cannot see them. Get the children to guess the fruit that you have in the bag by feeling them. Labels the fruits and place on a table nearby. Choose a fruit and look carefully at it, exaggerate feeling and smelling it. Model write for the children. Talk about the title and the use if capitals. Prior to the lesson mask all the text in the book Handas Surprise. Display artifacts and fruit from Kenya. Tell the children this story takes place in Kenya, Africa. What do they know about Africa? Ask the children who they think Handa is and what the surprise might be. Discuss what is happening in each picture and allow the children to steer the story.

Model writing the sentences and talk about where you start, what would be an appropriate word to use next and play with accidentally putting a full stop in the wrong place. Model re-reading and self correcting. Give each group an exotic fruit and name card. Ask each child to look, feel, smell the fruit. Give these group of children sentence starters for their writing. Children write their own sentences about their given fruit using the writing from the whole class session as a model. These group of children can write their own book using the framework as a guide.

We are learning to: Compare similarities and differences between two story settings.

Tuesday

Phoneme Frame Cat Ship Wing Bag Letter Formation C

What has the girl got on her head? What fruit is in the basket? Where is the girl? How do you know? What time of the year is it? How do you know? Where could the girl be going? Draw up a chart (Copymaster 21) to compare Handas place (setting) with the childrens place. Discuss the similarities and differences of the two settings.

Draw examples of How I Know.

Children write their own chart using Copymaster 21.

Extend their sentences and examples of How I Know by showing more examples.

Give children whiteboards and pens. Using the setting chart to help you begin to write simple sentences on the paper masking the text. Encourage children to help you write by suggesting ideas

and words.

We are learning to: Become aware of character and dialogue by role playing parts.

Wednesday

Sound Buttons a/e/i/o/u/ee/oo Full Circle Game 2

Re-read the class story written so far. Check that it makes sense. Complete if unfinished.

Discuss what the characters would be saying and thinking. Attach speech bubbles on the pages, recording what the girl is saying and/or thinking. Give mixed ability pairs a photocopy of a page and some speech/thought bubbles to complete. Give mixed ability pairs a photocopy of a page and some speech/thought bubbles to complete. Give mixed ability pairs a photocopy of a page and some speech/thought bubbles to complete.

Using the last three pages of the text discuss the situation and how the girl would react. Role play the situation with the children. The children could work in their writing pairs to improvise. Ask a child to be Handa. Use props to help Handa get in role. Whole class to hot seat handa.

Phoneme Count

We are learning to: Build simple character profiles.

Thursday

Dogs Shut With In Quick Write Mao Sock Shop Chips

Prior to the lesson, remove all the masking from the text. Read Handas surprise with the children and discuss which story they liked best (class version or actual version).

Did they dislike anything from either? Ask the children about patterns they saw in the text e.g. repeated phrases . Discuss Handa as a character. Ask the children to imagine they are Handa. What sort of person are they? How doe know? Ask the children to give you ideas about being Handa. List these ideas. Show children the chart (enlarged Copymaster 22). Point out the use of the capital I. Children can be given two or three sentence starters to write their own character profile of Handa. Children work fromm Copymaster 22 to write their own character profile of Handa in the first person. Should be encouraged to write full sentences and use each starter to build a character profile.

We are learning to: Represent outlines of story plots.

Friday

Sound Buttons a/e/i/o/u/ee/oo

Explain to the class that they are going to use the pattern of Handas Surprise to write their own story. Prior to the lesson, sketch a simple story line that you could use. Re-read the text right through with the class. Draw up a simple story plan using your plan. Begin writing your shared story using simple sentences.

Story plan: who: teacher and class Where: school and classroom, etc
Give each group a bag and ask them to work in mixed ability pairs to write as many different adjectives as they can to describe their goody. Children to select the best idea and write a completed line to describe their goody. Give each group a bag and ask them to work in mixed ability pairs to write as many different adjectives as they can to describe their goody. Children to select the best idea and write a completed line to describe their goody. Give each group a bag and ask them to work in mixed ability pairs to write as many different adjectives as they can to describe their goody. Children to select the best idea and write a completed line to describe their goody. Next step

Children not reaching objectives

Children exceeding objectives