PHASE 4– going further (practicing new skills/mastering learning)
Show Clothes again & click on ‘Lists’ the second symbol down. Show the shopping
list for clothes. Click on the final item to change the list. Discuss how we can write
a shopping list for the clothes we want to buy. Brainstorm ideas of other items
that might be included. Record useful words. Point out (if the chn have not already
done so!) that the last item on the list is not something you can wear! Why might
that be included? Note how the list is
laid out, with a new item on each line Planned experience:
and no full stops as these are not sen- Chn write a shopping list for clothes. Encourage chn to
use the word bank on the tables and to sound out other
tences.
words to spell them. Chn must include a descriptive
word with one or more of their items, e.g. a stripy TOpportunities for assessment
shirt, a red dress? Challenge Y2 to write at least 10 items.
When they have finished they can add one tasty treat to
Can children identify different cloththeir lists as a reward! Read through some of the lists
ing. Ask for something in different
together. Volunteers share some of the descriptive
weather types, can children link the
words they added.
clothes to it?
TA/Teacher Roles:
DR—Assist Y1 with adjectives inc. shape, colour
design etc
Date: WB—5.10.15
Subject Focus: Literacy Class 2
Planned experience:
Give one T-shirt (with a letter pinned to each A to
PHASE 3 - considering and connecting L) to each mixed age/ability group of 4 chn and explain
that they will read the labels and fill in a table. Each
(introducing new learning)
Look at the first screen of the Animat- group a chd records the information, but all should agree
what to put in each column. Rotate T-shirts around the
ed Facts: Clothes. Look at the labels
down the left hand side – what do the groups, so that chn study at least 5.
symbols stand for? (see resources too Plenary: Were the labels always in the same place in the
T-shirts? Ask questions about chn’s findings.
for more detail in case other symbols
are found on T-shirts!) Can chn guess?
TA/Teacher Roles:
They are all to do with cleaning a garTA/DR to monitor mixed ability groups and how
ment. We can also find out other
they’re recording data
things from labels – what material it is
made from (e.g. cotton), what size or
age it is for (e.g. size 12, 120cm, age 5-6), and where it was made (e.g. China) and
its brand name. Use the word label to discuss spelling the /l/ sound at the end
Opportunities for assessment
Can children guess what the symbols mean?
PHASE 1- tuning in and finding out (discovery, inquiry & exploration)
Show chn some simple posters – either available in school or online examples (see
websites below) or see resources. Ask chn what these posters do – they give us a
VERY simple message, tell us ONE thing. Discuss other posters around school or
ones they have seen in the local community. What messages do/did they give?
Look in detail at one of the posters & ask chn some questions. How many words
are there? What colours have been
Planned experience:
used? Does it catch your eye? Do you
Show chn two posters . Ask what these two posters do.
want to read it? Look at the style of
They stop people coming into their bedroom or their
writing – it is very clear and easy to
space at home (perhaps their ‘part’ of a bedroom). Exread. Which poster do chn like the
plain that chn will design their own door poster – they
best? Why?
will do the writing first and then add the drawing afterwards Point out to more able the use of exclamation
Opportunities for assessment
marks on most of the posters. Explain how exclamation
Can children identify the key aspects
marks can be used at the end of a sentence instead of a
to a poster? When is a poster used?
full stop.. TA/Teacher Roles: TA to assist Y1 in forming
their ideas. DR to assist Y2 in vocabulary and punctuation
Planned experience:
Discuss favourite clothing—Chn answer questions about their own favourite items of clothing &
ask questions about your favourite item of clothing.
Write these . Group readingCircle/Square: Chn read
Boris and the Bug Triangles/Rectangle: Chn re-read
The Favourite T-shirt Ovals: Read The Sad Donkey
Ask chn how characters feel at points in the book—
review empathy
TA/Teacher Roles:
TA to assist Circle/Square. DR to assist Triangle/
Rectangl
KLQ: What is the difference between fiction and non-fiction?
PHASE 2 - sorting out and pondering
(reflecting on previous phase)
Read & show The Favourite T-shirt to
chn. Relate what happens to the child
in the story to chn’s own experiences. ? Discuss how important it is to
sometimes be allowed to wear something we like. Describeand show a
favoured item. Encourage chn to ask
questions about your favourite piece
of clothing What makes a good ques-
tion? What would you like to find out?
Opportunities for assessment
Can children identify the properties of a good question? Can children describe
objects?