write sentences to match Unit Plan NarrativeFamiliar SettingsMonsters Pet Ongoing learning objective – To make Progress. Evaluation Key; 1-Successful Lesson. 2-may require moderation in future. Date 3/4/06 Year R TermSpring
Ongoing Learning Objectives implemented into all practice.Text T2 To use a variety of cues when reading, knowledge of the story and its context and awareness of how it should make sense grammatically. T6 To re-read frequently a variety of familiar texts. Sentence S3 To understand that words are ordered from left to right and need to be read that way to make sense. Word/Phonics W5 To read on sight a range of familiar words.
Guided Reading Objectives T3 – To reread a text to provide context cues to help read unfamiliar words. Guided writing Objectives T12d) To pictures or sequences
TextDaily Brain gym activity following text level Word/Sentence Teacher Guided Task Teaching Assistant Task. Adult Support Task (Bay) Plenary Assess/Issues
M Introduce the big book. Introduce the terms front cover, author and title. Children to look carefully at the picture at the front. What can they see? What do they think the book will be about? W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for ck e Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided ReadingT2 T3 T8AA- The Wedding / Space girl sue. Look through the text and find unfamiliar words. Discuss with the children how we can read around the unknown word alongside the picture and initial sound cues to work out the words. Children to make their own lists of unknown words to practice.A- Clouds Children to read through the text and be able to locate h.f. words; saw big said run Children to then write these words on the white boards.BA- Who is it? Children to read text with the teacher. Children are to locate the h.f. words; is it and no. Children to try to write these words on the individual white boards with teacher modelling. All children will complete reading comprehension activities. Children to think about their own monster and describe it to a friend. TA to model by describing her pet monster orally. “My monster has 3 hairy, red legs. It has green fur with purple spots. etc”AAA- Children to describe the monster to a friend and then through independent writing and illustration. Children to write at least 4 sentences.AA- As above. 3 sentencesA- As above. 2 sentencesBA- Illustrate and copy key words (colour, size etc) W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic worksheets/ additional sheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Children to be able to look through the illustrations and tell the story from the pictures.Children to read the High Frequency Flash cards from Reception. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for h r. hildren are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Discuss progress, misconceptions, learning objectives and good work.
W Read through the text with the children. Were their ideas from the previous day correct? Discuss with the children how we can find a lot of clues to help us read from the illustrations. Children to read a range of high frequency words out of context. W2 To develop knowledge of grapheme/phoneme correspondence through hearing, identifying, reading and writing. revise the story, sound, letter name and action for .m d Children are to locate the sounds and the different spelling choices on the Thrass chart. Children to make the action and say the sound. Practice the letter formation in the air with their magic finger and generate words with this sound. Guided writing T13 T14Children will all use the Guided Writing frame to discuss ides for their own monster stories. Children will then fill in the 3 sections of the story frames to complete their stories. AA- complete in writing, then illustarteA- Writing and picturesBA- pictures and teacher to scribe their ideas. Re cap on the story and discuss what the monster might eat next. Children share ideas and then draw the things they think the monster may eat next. Children will then write what the monster ate. Differentiation will occur through support and outcome. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic/additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.
T Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Children to make and write words with this weeks sounds using whiteboards.AAA- to write a sentence about each word on white boards.Teacher to support BA/A by sounding out letters required and providing letters. Discuss progress, misconceptions, learning objectives and good work.
F Show the children one of the illustrations from the book. Children are then to discuss with their neighbour ideas that we could write in a sentence to go with the picture. Teacher to act as a scribe for the children’s ideas. Read through the 2 versions that we have made. Do the children prefer our version or that in the book?! Children to locate the fishy HFW which match the word card shown by the teacher. Play fishing spelling game. Children to sit in a circle, one child to pick a fish, look at it, read it, put it on their head, spell it out. Choose a child to scribe the children’s attempts. Class to put up/ down thumbs as appropriate Spelling TestChildren’s spellings will be tested at this time. Children will be reminded about strategies used for spelling. W13 To produce a controlled line which supports letter formation.Children will complete the Jolly Phonic /additional worksheets with an adult helper. Discuss progress, misconceptions, learning objectives and good work.Recap on handwriting formation from this week. All
INDEPENDENT CHOICE ACTIVITIES
Sand To be able to find the hidden letters and words in the sand and make words/ sentences
Water To be able to make their own stories with the under the sea toys
Imaginative play To be able to make their own monster stories in the den
Construction To be able to make own monsters in the construction
Creative To be able to design their own monster
Writing corner To be able to write a class list of monsters or a monster family
Dough To use dough to create own monsters
Book corner To be able to read stories to puppets
ICT To be able to make own monster on textease / dazzle
Role play To make their own play in the setting of the performance and dance studio.
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