Literacy Hour : Weekly Plan



Literacy Hour : Weekly Plan

Classroom: 2 Term: 2 Week: 2

|TEXT LEVEL |TEXT |WORD LEVEL |

|6 to identify and describe characters, expressing own views | | |

|and using words and phrases from texts; |‘The Leopard’s Drum’ (Jessica Souhami) |PiPs Step 6 Revision |

|14 to write character profiles, e.g. simple descriptions, | |Focus: ie, oa |

|posters, passports, using key words and phrases that describe | | |

|or are spoken by characters in the text; | | |

| |SENTENCE LEVEL | |

| |7 to investigate and recognise a range of other ways of presenting texts, e.g. speech bubbles, enlarged, bold or italicised | |

| |print, captions, headings and sub-headings; (DEW UNIT F) | |

|DAYS |Whole class |Shared Work |Guided Work |Independent Work |Plenary |

| |Recap on shared text and character qualities as identified from text. What are your own| |Children work on creating own version of |Target children to read |

|Tuesday |views about these characters? Focus in on one character (Leopard/Tortoise). Discuss how| |‘spider diagram’ as modelled in whole class |out some of the |

| |what the characters say/do give us more clues about their character (demonstrate | |session. |words/phrases they have |

| |referring to text to generate this). Use large picture of chosen focus character and | |Differentiate through pairing/choice of |recorded. Is it the |

| |mix of teacher demonstration, paired talk and teacher scribing to create ‘spider | |character from text. |leopard or another |

| |diagram’ describing the character (using phrases as well as individual words). | | |character? Can we guess |

| | | | |from the description? |

| | | | |Have children considered|

| | | | |their own views as well |

| | | | |as evidence in text? |

| |PiPs activities: |Intro. children to ‘WANTED’ poster: purpose of,| |Children work individually or in pairs to |Target some pupils to |

|Wednesday |Focus phonemes: ie, oa |headings used, details included on. Use teacher| |start to complete sections on own WANTED |share one section of |

| |Phoneme Frame (Page 22) |demonstration to complete ONE of sections under| |poster (using frame as used in whole class |their poster. Have they |

| |Sound buttons (Page 30) |relevant heading. Focus here on showing how to | |session, differentiated for different |included all relevant |

| | |put knowledge (as generated in yesterdays | |abilities if necessary). |details in this section?|

| | |activity) into full sentences which form fuller| | |Is the information |

| | |description for each heading. Paired talk to | | |clear? Could it be |

| | |orally rehearse sentences for another section | | |improved/edited? How? |

| | |of poster followed by teacher scribing to | | | |

| | |complete this section. | | | |

| | |® | | | |

| |Use combination of paired talk to orally rehearse and teacher scribing/supported | |Work individually/in pairs to complete WANTED|Target children to |

|Thursday |composition to complete remaining sections of poster. Edit/Improve together focusing on| |posters. Edit/Improve using checklist as |suggest one |

| |key features of writing (does it make sense, give clear information, include key | |modelled in whole class session. |improvement/change they |

| |characteristics we know about the character?) | | |have made to their |

| | | | |writing through editing.|

| |Use text to refer back to identify uses of different ways author has used to present | |Children work in pairs using range of |Select each |

|Friday |text. (Bold, capitals, italic, underlined, enlarged, ‘other’ CLASSIFY THESE).Why has | |texts/guided readers. Investigate different |presentation/organisatio|

| |the author chosen to use these/in these particular places in the text? What effect do | |presentation/organisational devises used and |nal device and ask for |

| |they have on our reading and understanding? Shared re-reading of the text to focus on | |classify/record these and their purpose. |example from children |

| |these different ways of presenting text/their effects. | |® |which they have |

| | | | |found/effect it has on |

| | | | |text. |

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