Beruflich Dokumente
Kultur Dokumente
• Vocab extension and gathering of words and phrases for feelings and related to facts about chameleons. Would
need to be displayed as a working wall.
• Read ‘Elmer’ with a focus on story language and time connectives, eg, one night, in the morning, after that, when,
after a while.
• Using still images of key events, find sentences from Elmer that can be reworked and used as a writing frame for
the children to develop story language. We model the opening page and one other event
• Children to identify the two key events they want to include in their writing ( will need to include open, conclusion,
and being snatched by the eagle)
• Retell story with emphasis upon story language and vocabulary, model this first of all for children. Circle story
telling. Record story telling with Dictaphone and listen to recording so children can evaluate whether sequence is
correct and if story language has been used.
• When retelling, give time connectives as sentence starters generated earlier in block.
Shared Writing
• Modelling the opening. Include time connective. Linking the opening page from Elmer to the opening of the film.
Rewatch the opening clip. Have text on screen and model how to change the text into text for their chameleon
story.
• Second day - Model how to take the words and phrases gathered around still images from the key events and put
into sentences. Ensure sentences include precision and detail and are extended.
• Third and fourth days– shorter shared writing session. Children write independently and then gather together again
for another shared writing session where improving writing is modelled.
• Model the ending of their story. Rewatch the final clip. Include time connective.
• Possible scaffolds children may need to write independently: sentence starters; time connective cards; words and
phrases into word banks (colour coded or with images if appropriate)