Athelney Weekly Literacy Plan:

Class: Uranus Saturn Teachers: Georgina McMahon Wendy Blackman Sandra Gepp Term: Spring 2 Week beg: 2.3.15

Phase 1 Topic: Journey’s around the world Overview

Unit of Work: MAGIC PEBBLE (SATS prep) BEETLE BOY (Reading, response, analysis):
Begin reading an extended story
2. Listening and responding by a significant children's author
Respond to presentations by describing characters, repeating some highlight and commenting constructively as a serial story. Continue
4. Drama throughout the unit and have
Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for other longer stories available for
members of their own class children to read independently. At
5. Word recognition: decoding (reading) and encoding (spelling) key moments in the story, use
Read independently and with increasing fluency longer and less familiar texts improvisation and discussion to
Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, explore what could happen next.
and spelling patterns Children note their own ideas and
Know how to tackle unfamiliar words that are not completely decodable check and confirm their
Read and spell less common alternative graphemes including trigraphs predictions as you read on. Keep a
Read high and medium frequency words independently and automatically record of key events and review
6. Word structure and spelling the structure of the story.
Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, Discuss techniques used by the
and spelling patterns including between inflections and use of double letters author to sustain the reader's
Read and spell less common alternative graphemes including trigraphs interest.
7. Understanding and interpreting texts (Writing): Children work
Give some reasons why things happen or characters change independently to plan and write
8. Engaging with and responding to texts their own sustained story with a
Engage with books through exploring and enacting interpretations logical sequence of events. They
9. Creating and shaping texts include elements from reading, for
Sustain form in narrative, including use of person and time example characterisation, setting,
Select from different presentational features to suit particular writing purposes on paper and on screen story language, and add detail and
Make adventurous word and language choices appropriate to the style and purpose of the text dialogue to sustain the reader's
10. Text structure and organisation interest.
Use appropriate language to make sections hang together (Speaking and listening): Groups
11. Sentence structure and punctuation of children work on a short
Compose sentences using tense consistently (present and past) dramatised presentation of a key
12. Presentation moment in one of their stories.
Write legibly, using upper case and lower case letters appropriately within words, and observing correct spacing They decide on roles and practise
between words. to produce a polished performance
for the rest of the class
 Objectives Support differentiated on a daily basis in response to Plenary – AFL Assessment
Including text level + the needs of individuals. opportunities Notes
Whole class - Shared reading /writing + word and/or sentence
word and/or
level work Least Average Most Able
sentence level
Able
2nd WHOLE CLASS Introduce new focus to chn. Explain that we will be LA MA HA Ask chn to
HA LO: We are looking at a story called Beetle boy. Tell chn that name of Yellow and Green to work predict what
learning to the author; ask them where you would find the blurb… TA to work red to work independently. they think will
empathise with a what is the blurb? What does the illustrator do? Ask chn with purple with
happen in the
character. what type of story they think this will be – ie adventure, and Blue TEACHER. Chn to write a
middle of the
MA LO: We are fairy tales, moral story, extended chapter etc. group. diary entry.
Chn to write a story.
learning to
empathise with a Chn to have diary entry. CHALLENGE
Read the first page to the chn. Ask chn various
character. a little PLENARY.
comprehension questions about what Gregory looked like
LA LO: We are picture of CHALLENGE
as a beetle. Write some of these up on the WB…
learning to describe Gregory to PLENARY. Chn to use
Ask chn, how do you think Gregory would be feeling? How
a character using stick in direct speech
do you know (together create a word bank). Encourage chn their Chn to use in their diary
adjectives.
to refer to the text where possible. Refer to WALT literacy direct speech entry to show
SUCCESS
CRITERIA book. Chn in their diary what Gregory’s
MICHELLE TO TAKE PURPLE AND BLUE GROUP INTO need to entry to family said to
HA / MA – I have
listened to the CONSERVATORY. HAVE A PICTURE OF GREGORY UP describe show what him in the
story. SO THAT CHN CAN SEE. MICHELLE TO TELL CHN what Gregory’s story
I have begun to THEIR WALT AND MODEL USING SOUNDS TO WRITE Gregory family said
think about the UP SENTENCES TO DESCRIBE GREGORY. Michelle then looks like to him in the
characters feelings. sends chn to start work. using story.
I have used adjectives.
adjectives to Continue reading up to page 10. Ask chn how Gregory
describe the would be feeling now? Do you think his feelings would have EXT -
feelings. changed? Add these other word to the list. Michelle to
I have written a read up to
diary entry using page 10 of
Tell chn that they will be writing a diary entry. Ask chn
the correct format. the story,
what a diary entry is? What person should it be written
I have used 1st in? ask them if it is formal or informal style writing? How
person.
does a diary entry need to start and end?
LA – I have
listened to the
Model writing the introduction to a diary entry.
story.
Do talk for writing where chn are responding to questions
I have looked at
in 1st person as if they are Gregory.
the picture of the
character.
I have described Tell chn expectations. – Yellow table 1 page. Red and
what I can see. green 1 page (with smaller lines) tell chn their success
I have used criteria also.
adjectives.
I have used my
sounds to write in
full sentences.

Starter:
3rd WHOLE CLASS LA MA HA – IND. Chn to share
General comprehension questions relating to text. WITH Yellow - Green to work their
HA LO: We are
learning to answer Modal looking through text to find the answers to a GEORGINA Michelle and independently. descriptions with
questions about a red – rest of class.
question.
book. Chn to independent. Chn to answer
LA readers to be supported by adults. answer comprehension
MA LO: We are comprehensi Michelle to questions about
learning to answer
HA chn to be given inference questions to text also. on questions target Raisa a text.
questions about a about a on yellow
book. text. table. Challenge
plenary -
LA LO: We are Chn to answer Children to
learning to answer CHALLENG comprehensio change boring
questions about a E - TO n questions words for
book. USE about a text. adventurous
SIMILES. ones.
SUCCESS
CRITERIA Challenge
HA – plenary -
MA – Children to
LA – change boring
Starter: words for
SOLVE THIS adventurous
RIDDLE ones.
4th STREAMING SANDRA’S WENDY’S GEORGINA’S
Recap on previous learning… what have we been looking at
HA LO: We are GROUP GROUP GROUP
this week?
learning to use LA MA HA
inverted comma Read from page 11 to page 20 of the book. Look at page 17 X2 TA’S NO TA NO TA
MA LO: We are and 18 in particular. Look at how the writing is set quite. This
learning to use is called dialogue between characters and inverted commas Chn to write Chn to write a Chn to write a
inverted commas. are used to show that the characters are talking. sentences conversation conversation
LA LO: We are to show between between
learning to write what Gregory and Gregory and
sentence using What do chn notice about the way the writing is set out? Gregory and Michael. Michael.
inverted commas. NEW SPEAKER NEW LINE. Michael said
to each CP – use
Success criteria other in the CP – use synonyms for
HA – I know what story synonyms said
Refer back to the ‘GIVE ME 5 RULE’ for using inverted
inverted commas for said
commas.
look like.
I know how to use
inverted commas
Get chn to talk to their TP and say some of the things that
correctly.
Michael and Gregory might say to each other (doesn’t have to
I have put a new
be what they have already said in the book)
speaker on a new
line.
I can use synonyms
for ‘said’ Get feedback and model writing some of this dialogue up
MA – I know what using the GIVE ME 5 rule to guide and add anything that
inverted commas might have been missed.
look like.
I know how to use
inverted commas
correctly.
I have put a new
speaker on a new
line.
LA –
I have used capital
letters.
I have used full
stops.
I know what
inverted commas
look like.
I have used my
sounds.
I know what the
characters say to
5th STREAMING Recap on this week’s learning. Sandra’s Wendy’s Georgina’s Imagine one
group group group day you woke as
GEORGINA HA X2 TA’S NO TA NO TA an animal. What
Read the rest of the story to the chn.
LO: We are learning animal would
to formulate our own Chn to say Chn to Chn Chn to write you be?
opinions about a text. Go over story again … what happened in the about the
whether to write Describe
beginning, middle and end of the story. beetle book
they did or about the yourself as
WENDY MA LO: book outlining
We are learning to
didn’t beetle book that animal to a
formulate our own
Use TP’s ask chn to tell them what they thought enjoy the book what they partner but
opinions about a text. of the story, did they like it? Why? Why not? book and outlining didn’t like don’t tell that
give what they giving reason what the animal
SANDRA LA LO: Tell chn that today we will be telling people what reasons didn’t like why. They is and see if
We are learning to why. giving should also they can guess
give my opinion about
we thought about the book – similar to a book
reason why. say what they based on the
a book. review.
Ext to They should think the clues that have
recommend also say moral of the been given to
Success Model writing this by doing shared writing getting
/not what they story is? them.
criteria feedback from chn to guide shared write.
recommend think the What do you
LA -
book to moral of the think the
other story is? author is
MA / HA –
people. What do you trying to tell
think the us?
Starter:
X2 TA’s author is Chn to
Give chn riddles
trying to tell NO TA ONLY
to solve.
us? LSA

CP –
NO TA
ONLY LSA

CP –
6th STREAMING BIG WRITE Sandra’s Wendy’s Georgina’s .

chn to work independently group group group.

BIG WRITE

GEORGINA HA chn asked to imagine that they woke up one day as Chn to Chn to Chn to
LO: We are an animal, what animal would you be? How would describe imagine imagine that
learning to you describe yourself as that animal? themselve that they they have
write Refer back to page 1 of beetle boy. How did he s as an have woken woken up as
descriptively. describe himself? animal up as an an animal
Chn’s task is to write about them waking up as an independe animal and and write
WENDY MA LO: animal. ntly write about about it.
We are learning it.
to write Success Criteria
descriptively LA –
I can use my sounds to help with my writing.
SANDRA LA LO: I can form my letters correctly.
We are learning I have used finger spaces.
to write I can use ‘and’
descriptively I can talk about my writing with an adult.

MA –
I can use some adventurous words.
I can use first person
I can use correct layout
I can use some adjective and verbs
I can use some conjunctions.
I can use similes.

HA -
All of MA plus;
I can use a range of punctuation
I can use paragraphs.
I can start my sentences in a variety of ways.
I can use metaphors