Class: YR & Y1 Date: Term: Teacher:

Narrative: The Gruffalos Child

LITERACY - WEEKLY PLAN Main Objectives: Y1: Sentence Level: Y1 S1, Y1 S2, Y1 S5, Y1 S8. Text Level: Y1 T1 to reinforce and apply their word-level skills through shared and guided reading; Y1 T2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read; Y1 T3 to notice the difference between spoken and written forms through re-telling known stories; compare oral versions with the written text; Y1 T4 to read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read; Y1 T7 to re-enact stories in a variety of ways, e.g. through role-play,. Y1 T11 to make simple picture storybooks with sentences, modelling them on basic text conventions, e.g. cover, authors name, title, layout. Main Objectives: Reception: Sentence Level: YR S1, YR S2, YR S3. Text Level: YR T1, YR T6, YR T7 to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence. YR T12 through guided and independent writing: to experiment with writing in a variety of play, exploratory and role-play situations; to write sentences to match pictures or sequences of pictures; to experiment with writing and recognise how their own version matches and differs from conventional version, e.g. through teacher response and transcription.

Learning Outcomes: individual and group mini books modelled on the Gruffalos Child.
MONDAY TARGETED SUPPORT DURING INTRODUCTION Focus: speaking & listening & writing (journals) Talking about what the chn did at the weekend. Using visual prompt cards what/where/why/who/when talk in pairs giving as much relevant detail as possible. Each pair feed back to rest of group about what their partner did at the weekend. Teacher model a sentence based on weekend asking chn to help with punctuation and spelling, finger spaces, capital letters & full stops etc. Focus: Speaking/Listening: Look at the title, blurb and author & illustrators names. Read The Gruffalos Child to the Focus: Shared Reading: altogether read 4 sentences from The Gruffalos Child. Ask the chn to count how many sentences there are (explain that they can count the no. of full stops but not the lines). Teacher read sentences again modelling appropriate expression if necessary. Ask the chn to help put sentences in the correct order, encouraging them to say what happened first, next, afterwards, last. Re-read the sentences to make sure that the story makes sense.
Focus: Shared & Emergent Writing: read The Gruffalos Child again, asking the chn to predict & join in with familiar & repeating parts. Stop reading at the point where the mouse finds the cave. Tell the chn that they are going to make up an alternative ending to the story. What if the Gruffalo & its child were not in the cave; what might the mouse have done? Or what might happen if they had woken up and had seen the mouse? How would the mouse have got away perhaps he would be able to trick them again? Could they be friends? Talk to the person next to them and generate some ideas. Write ideas on IWB.

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Teacher input and activities

children. Ask them to listen to the story very carefully, as we will be talking about it afterwards. How is this story similar/different to The Gruffalo? On the IWB track the emotional journey of the Gruffalos Child at each point of the story using happy/sad faces/feelings fans. Ask chn to hold up feeling fans to show how they think she feels at each point of the story. Ask the chn how it feels to be scared of the dark. Have they ever felt like this?

Focus: Handwriting & Spelling: cursive handwriting practise & dictation (words from JP word lists)

TARGETED SUPPORT DURING GROUP WORK

ALL writing about weekends in journals Group 1 independently - write min. of 3 sentences about their weekend in journals Group 2 with support write 1 sentence about their weekend Group 3 with support as per Group 2 above Group 4 with support as above compose own sentence then copy under adult writing & draw picture to accompany. Encourage attempts at own writing if confident.

GROUP WORK To demonstrate learning

Group 1: working independently rearrange pictures from the story in the correct order then stick onto mini books in correct order and write sentences to accompany each picture. Group 2: sit in circle & verbally retell the main points of the story with adult support (encourage lots of speaking from the children). Then each child decide which part of the story they would like to write about & illustrate (on plain white paper)to make a group book modelled on The Gruffalos Child. Group 3: with support stick pictures from the story in the correct sequence then design a front cover, including authors name, title, etc.. Group 4 sit in circle & verbally retell the main points of the story with adult support (encourage lots of speaking from the children). Then each child decide which part of the story they would like to write about & illustrate (on plain white paper)to make a group book modelled on The Gruffalos Child.

Group 1: continue making mini books if finish early type up sentences on computer Group 2: continue making mini book Group 3: continue mini books Group 4 finish work from yesterday

Group 1: write at least 3 sentences describing their alternative ending Group 2: with support compose and write their alternative ending Group 3: ICT with support using 2Simple/2Publish write and illustrate their own alternative ending. Group 4 ICT with support using 2Simple/2Publish write and illustrate their alternative ending to the story.

Groups 1 and 2. handwriting and dictation Groups 3 and 4 - letter formation followed by choosing time Followed by structured play activities: use of outdoor role play area, literacy games/jigsaws, adults model use of writing table, reading, magnetic letters, playdough, sand

Rotate groups after 20 mins.

PLENARY

1 child from each table read out/show work

Chn read out/show finished mini books

1 child from each table read out their alternative ending

Assessment opps.

Writing recorded in 1st of month books for assessment purposes

Recorded work

Recorded work

Make obs of YR chn focus on use of imagination