Literacy Planning Year 1 Medium Term Spring 0



Literacy Medium Term Planning Class 3: Year 1 Autumn Term 2 2015

|Talk for Writing |Text |Genre |Focus |

|Narrative |Where the wild things are. |Quest tale. |Openings/endings |

|Non-Fiction | | |Recount |

Fiction Non-fiction

|Immersion in the text |Working with the text |Vocabulary |Ideas for innovation |

|WOW Starter- |Use key story vocabulary from the text to sign when |Once upon a time, early one morning, one stormy night,|Change the story opening and ending, Explore different |

|Learn to re-tell the story, using sings and actions. |retelling the story. Emphasise the character’s |one sunny morning, first, next, after that, suddenly, |phrases for story openings and endings. |

|Role-play the story in the role-play area. Junk model a |dialogue in the story by speaking with expression. Use|finally and later on. Character names and settings. | |

|boat for Max. Use the tuff spot to create a river and |expression to describe the wild things e.g. ‘The wild | | |

|re-tell the story. Use the clay to produce ‘Wild |things roared their terrible roars and gnashed their | | |

|Things’. |terrible teeth etc. | | |

|Paper ache masks, paint and design them to look like a | | | |

|wild thing. | | | |

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|WOW Starter- |Make wild raspberry jelly. Chn make a jelly from a | | |

|A letter inviting the class to go the ‘Wild Rumpus’. |recipe sent by Max, for the part. Chn to compose a |Use sequencing vocabulary to recount events e.g. | |

|Create invitations, plan menus and design costumes. |recount of their time at the party. |first, second, then, next, after that, finally etc. | |

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| | | |Innovate the recipe to create another ‘Wild biscuits’ for|

| | | |the rumpus. Encourage the children to use sequencing |

| | | |vocabulary as they recount what they did. |

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|Week |Speaking & Listening |Text and sentence level activities |Word activities |Outcome/ |

| | | | |audience |

| |Introduce the story using props. Retell the | |Use STC to support children’s understanding of|Children can retell the story using key story |

|9 |story using the correct signs and props. Use |Use key story vocabulary to sign when |the story and vocabulary used. Discuss any new|vocabulary. Draw story map to retell the |

| |the costumes and the role-play area. |retelling the story. |words that may appear in the story e.g. |story. Writing to retell the opening and |

|2/11/15- | |Paint/decorate paper mache ‘wild things’ |mischief. |ending of the story. |

|6/11/15 | |masks. |Describe how Max felt when he was on his | |

| | |Draw story maps to retell the stories events. |adventure. Reinforce the feelings felt from | |

|Fiction | |Design and make a boat for Max. |the previous story (Goldilocks) | |

|Where the wild things are. | |Design and label their own wild thing ensuring| | |

| | |descriptive vocabulary is used. | | |

|Imitation. | | | | |

| | |Write the opening/ending of the story. | | |

| | |Ensure work is in sentences and they contain a| | |

| | |capital letter where appropriate. Use of | | |

| | |finger spaces needs to be reinforced with red,| | |

| | |yellow and green group. | | |

| | |Encourage the children to apply their phonics | | |

| | |when spelling especially at the beginning of a| | |

| | |sentence. | | |

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| |Children to join in with retelling the story |Support children’s understanding of story |Explore adjectives to describe the story |Children can retell the innovated text with a |

|10 |using actions and signing. |language. Use different phrases for different |opening e.g. early one sunny morning etc. |different story opening/ending. Children can |

| |Children to discuss what ‘wild thing’ they |openings. |Write a list of story openings for children to|use different phrases to explain the |

|9/11/15- |would become if they could. | |learn. |opening/ending. |

|13/11/15 |What animals come out at night? (Link to |Box up events to help them invent their own | | |

| |nocturnal animals) |story opening and ending. | | |

|Fiction |Draw and label these animals. | | | |

| |Innovate the story and change the opening and |Draw pictures to show where they would go on | | |

|Where the wild things are. |ending. |an adventure. Relate to Max going on his | | |

| | |adventure. Encourage children to think about | | |

|Innovation. | |what they would see. | | |

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| | |Write sentences using the finger spaces to | | |

| | |retell the innovated story opening. Work on | | |

| | |capital letters/full stops. Encourage the | | |

| | |children to apply phonic knowledge, apply this| | |

| | |at the beginning of a sentence where possible.| | |

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| |Explain to the children that they are going to|Discuss the overall type of story (quest tale)|Use simple connectives ‘and’ ‘then’. |To map own ideas and write a story that is in |

|11 |invent their own opening and ending. Explain |and ensure the chn are clear that their |Use simple causal connectives ‘so that’, |the style of a quest tale. To concentrate on |

| |that the characters and setting will stay the |invention must still follow this theme even |‘because’. |openings and endings for the new invented |

|16/11/15- |same. |though they are inventing a new story. |Use adverbials of time (time connectives) |story. |

|20/11/15 | |Chn to tell their story orally first. |‘once upon a time’, ‘by the next morning’, | |

| |Continue retelling the story each day. Talking|Then story map ideas and use this to box up. |‘after a year’, ‘that night’ etc | |

|Fiction |through their own story maps with their |Emphasis the importance of including | | |

| |group/partner. |adjectives to help with openings/endings. | | |

|Where the wild things are. |Composing sentences orally before writing. |As chn write, they must compose each sentence | | |

| |Explain their story and tell it orally first. |orally before writing. | | |

|Invention. | | | | |

|12 |WOW Starter to introduce Non-Fiction text. |Learn the text. |Explain what a recount means to the children. |To understand the language and text features |

| |Recount of |Hot seating the ‘creature’ to find out |Introduce the sequencing vocabulary: first, |of an information text. |

|23/11/15- | |information. |next, then etc. |To produce own information text innovated from|

|27/11/15 | |Role-play. | |the original text. |

| | |Understand the unique features. | | |

|Non- Fiction | |Look at and analyse the structure. | | |

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|Imitation. | | | | |

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| |Recount of going to the ‘Wild Rumpus party’. |Draw a text map to recount what happened at |Reinforce the sequencing vocabulary: first, | Children can recount the party changing the |

| |Change the party food that is eaten at the |the party. |next, then etc. |food that the monsters and Max eat. |

|13 |party. |Write sentences using the finger spaces to | | |

| | |retell the innovated story opening. Work on | | |

|30/11/15- | |capital letters/full stops. Encourage the | | |

|4/12/15 | |children to apply phonic knowledge, apply this| | |

| | |at the beginning of a sentence where possible.| | |

|Non- Fiction | | | | |

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|Innovation/Invention | | | | |

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|14 |Short writing task. Based upon what we have | | | |

| |learnt and linked to the story of ‘Where the | | | |

|07/12/15- |wild things are’. | | | |

|11/12/15 | | | | |

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|Assessment | | | | |

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|15 |Christmas themed activities. | | | |

| |Christmas Story / Nativity Story Christmas | | | |

|14/12/15- |Poetry Christmas Card Writing Recount of what | | | |

|18/12/15 |happens in their house at Christmas.  | | | |

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|Christmas week | | | | |

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