LITERACY WEEKLY PLANNING SHEET
LITERACY WEEKLY PLANNING SHEET |YEAR 1 |Learning Outcomes week 2
Narrative 1 unit 1 Sequence 1 stories with familiar settings week 1/2
Phase 2 ch can re-enact a story sequencing the main events and using phrases from the text
Phase 3 ch can write simple sentences to tell a story. |Chosen Text:
Oilvers vegetables by Vivian French (hodder)
The good mood hunt Joanne Partis Hiawyn Oram
Seed in Need: First Look at the Life Cycle of a Flower (MYBees) | |
|WEEK BEGINNING :7/04/08 | | |
|TEACHERS: Miss Cipko | | |
|CROSS CURRICULAR LINKS/ ICT | | |
|Family familiar events at home family members | | |
|Science and dt looking at vegetables and growing plants | | |
|Numeracy days of the week | | |
|HOMEWORK | | |
|Bear words, spellings, reading books. | | |
| |WHOLE CLASS |MAIN TEACHING |DIFFERENTIATION |PLENARY |
| |Introduction and key features|speaking and listening | | |
| | | |SEN |LA |
| | | |Akhila |Blue and Green Table |
| | | |Keenan |Gervais, Lewis, Dean, Sukhi, Demi |
| | | |Akhila and Keenan to draw a picture of an event in the story and write a sentence about it. Use of |ch to draw a picture of an event in |
| | | |book as a prompt. With 1.1 support of ta Keenan and Akhila to write a sentence. Ta to support |the story and write a sentence about |
| | | |sounding out of words. |it. Suki 2 sentences Encourage them |
| | | |Let them show each other their work and talk about their chosen event. |to think about what happens before |
| | | | |and after the event. As a group ch to|
| | | | |show each other their work and talk |
| | | | |about their chosen event. |
| | | |SEN |LA |
| | | |Akhila |Blue and Green Table |
| | | |Keenan |Gervais, Lewis, Dean, Sukhi Demi |
| | | |Group 1 |Group 1 |
| | | |Akhila |,Lewis |
| | | |Dean |Muna, |
| | | |Lizzie |Keeley |
| | | |Megan |Demi |
| | | |And new child | |
| | | |Ta |Indp mixed ability groupings | |
| | | |Mrs Kaur to work with group | | |
| | | |1 supporting Akhila | | |
|ASSESSMENT |LOs achieved by ALL |LOs achieved by MOST |LOs achieved by SOME |IMPLICATIONS |
|Can ch work in pairs to retell a story and | | | | |
|sequence main events | | | | |
|Look at learning outcomes for phase 2 and 3 | | | | |
| | | | | |
| | | | | |
|SUPPORT |TARGETED SUPPORT FOR:- | |
|STRATEGIES | | |
| |WHOLE CLASS |MAIN TEACHING speaking and listening |DIFFERENTIATION |PLENARY |
| |Introduction and key features | | | |
| | | | | |
| | | | | |
| | | |Group 1 |Group 1 |
| | | |Akhila |,Lewis |
| | | |Dean |Muna, |
| | | |Lizzie |Keeley |
| | | |Megan |Demi |
| | | |And new child | |
| | | |Ta |Indp mixed ability groupings | |
| | | |Mrs Kaur to work with | | |
| | | |group 1 supporting | | |
| | | |Akhila | | |
| |WHOLE CLASS |MAIN TEACHING speaking and listening |DIFFERENTIATION |PLENARY |
| |Introduction and key features | | | |
| | |
| |Spelling test: |
| |W1 to secure identification spelling and reading of initial, final and medial letter sounds in simple words; |
| |W9 to spell common irregular words from Appendix List 1. |
| | |
| |Guided reading |
| |W4 to read on sight high frequency words specific to graded reading books matched to the abilities of reading groups |
| |W6 to read on sight approximately 30 more high frequency words from appendix 1 |
|Additional Information / Implications for future planning |
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|Extended Writing |
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