Y1: Summer
Whole class teaching
Wk 1
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Tuesday
Wednesday
Thursday
Friday
To set the scene, show chn
‘The Work Song’ from the
1950s Disney film Cinderella:
https://www.youtube.com/w
atch?v=mof0dEKT_9Q. What
do chn already know about
Cinderella story? Talk in
pairs. Make a quick ‘mind
map’ of the characters and
events in the story. This will
reveal that chn know slightly
different versions of the story.
Explain that this is often the
case with Fairy stories and
traditional tales as they have
been passed on by oral telling
rather than written. Can chn
think of any other fairy tales?
List these on the f/c and
discuss similarities briefly:
Which stories have a wolf in?
Which feature a character
with magical powers?
Emphasise that traditional
tales exist in all cultures, e.g.
The Anansi stories which
originated in West Africa.
Comprehension 1
Remind chn that we are looking
at traditional tale Cinderella. Can
chn remember how to spell her
name? Then show them
https://www.youtube.com/watch
?v=W03eF9-mRYY.
Did chn notice how the story
started? ‘Once upon a time...’.
Show that the book version
began in the same way. Explain
that fairy tales around the world
often begin and end with the
same phrase. Do chn know how
these stories end? ‘And they all
lived happily ever after’. Write
these phrases on the f/c asking
for chn’s help in sounding out /
talking about which graphemes
to use. Ask chn to write down the
traditional opening phrase on
w/bs, focussing on good letter
formation and spaces between
words. On your own w/b, write a
jumbled/ misspelled version of
the phrase and show chn. Can
they spot where you have made
mistakes?
Transcription 1/
Grammar 1/ Spoken language 1
Show another version of the
story with text on IWB at
http://www.iboard.co.uk/iwb/Cin
derella-Story-Book-ReadingLevel-A-134. This is a great
interactive version where chn can
add pictures to match the story.
Read through the story together,
encouraging chn to join in with
repeated phrases, predict what
will happen next, or say which
characters will feature in the next
part of the story. Ask chn to
describe how the setting has
changed, and use lots of ‘book
talk’. Model sounding out
polysyllabic words, using
contextual cues & spotting HF
(high frequency) words. When
you reach page of the interactive
story ‘...and lived at the palace
happily ever after’ appears, ask
‘What happens now?’ Chn will
assume this is the ending! Read
the final page, and ask chn to
mime the wicked sisters doing
some of the housework!
Comprehension 2: Group Reading
Tell the chn that today we are
going to look at yet another version
of Cinderella story today. Revisit
the idea that fairy tales vary slightly
because they are oral tales. Chn
watch this oral re-telling at
https://youtu.be/7u1oQXR6fOA.
Discuss any differences chn have
spotted between this and their
book versions, e.g. which animals
turn into the coachman, which
object turns into the coach,
how/when the fairy-godmother
appears…etc. Which versions do
the children prefer, and why? Tell
chn that today they are going to
plan an oral re-telling of the story
to present to the class tomorrow.
They will need to think of which
version they want to use, and think
of some great story language which
will make their stories more
exciting to listen to! Model drawing
a story map of events, and writing
some ‘Wow’ words they would like
to use, as well as the traditional
opener and ending. Composition 1
Tell chn that today we are going to
work on our group retelling of the
Cinderella story. It would be good
to have organized for groups of chn
from another class to be the
‘audience’. Start by telling chn that
you are going to have a go at telling
the beginning of the story. Use the
story map you started yesterday to
model following the story, but
relate it in a very flat, monotone
manner, your head looking around
the room rather than keeping eye
contact with the chn. They will
probably stop you and comment
on your poor delivery! What’s
wrong? Have I got the story in the
wrong order? Why have you
stopped me? Use this to focus on
good story telling skills, looking at
the audience, using expression in
your voice, and maybe using
gestures with your hands too. The
chn will need to decide who is
acting out the story, and who is
narrating before they begin
working on their performances.
Spoken language 2
Objectives
Spoken language
Main texts: Cinderella/Snow White/Billy Goats Gruff
Monday
Pupils should be taught to:
b. ask relevant questions to extend
understanding and knowledge
i. participate in discussions/ role play/
performance
g. use spoken language to develop
understanding
j. gain, maintain and monitor the
interest of the listener
Dimension
1. Tuesday: Creating freeze-frames and re-telling Cinderella
Chn work in groups of 4 or 5 to produce freeze frames from the Cinderella story, using the plan resource if
preferred. Support their work through pausing throughout the session to feedback on facial expressions which
reflect the feelings of the characters at that point (misery, surprise, jealousy, etc.) and to ask other chn to guess
what part of the story is being portrayed. How do you know? Take photographs as you move around the groups.
Plenary: Gather together to ‘re-tell’ the story, using appropriate groups in their freeze frames to illustrate that
part of the story. Invite chn to join in with opening and ending phrases, reciting by heart.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Freeze frame scenes
(see resources)
Cinderella books for
reference
Y1 Sum F Plan 5A
Composition
Gramm
ar
Transcription
Comprehension
Spoken
language
Y1: Summer
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Main texts: Cinderella/Snow White/Billy Goats Gruff
f. maintain attention and participate
2. Friday: Perform own oral versions of Cinderella
None
actively
Groups of chn perform their oral versions of Cinderella to each other or to another class or (best of all) to some
h. speak audibly and fluently with an
parents. Remind chn how they need to use good clear voices, they need to speak slowly, and they need to make
increasing command of English
sure that their audience is listening and enjoying it! .
i. participate in performances
Plenary: Use this to feedback on how their performances went, what was difficult, which bits their audience
l. select and use appropriate registers
enjoyed most, and so on. Celebrate how well they have learned the story, and become great story tellers!
Develop pleasure in reading by:
1.Monday: Understanding what a traditional tale is and discussing different examples
Lots of traditional tales
a. listening to and discussing a wide
Use this initial session to work with groups of chn to ascertain what traditional tales they know.
from around the world
range of traditional tales
Rotate chn around the following activities:
Dressing up clothes/
c. becoming very familiar with key
Activity 1: Have a selection of tales from around the world available for chn to look at and discuss together. props/ puppets
stories, fairy stories, traditional tales
Activity 2: Chn with knowledge of some fairy tales can act out one of the stories suggested in the main
Understand the stories they read by:
teaching session. Have props/ dressing up clothes/ puppets available.
b. checking that the text makes sense as Activity 3: Read a version of the Cinderella story, and discuss the story, especially the characters. Chn can
they read
then draw and label Cinderella. Point out that her name begins with a soft ‘C’ phoneme.
Participate in discussion about what is
Plenary: If time, show an edited highlights version at http://www.youtube.com/watch?v=ggS61GeN-dA
read to them
(10 minutes). Did chn spot any differences between this version, and the one read earlier?
Develop pleasure in reading by:
2. Wednesday: Read a different version of the story of Cinderella /Sequence the story of Cinderella
Differentiated versions of
c. becoming very familiar with key
Medium/Hard: Put chn in ability groups for Group Reading. Use simple versions of Cinderella, such as the
Cinderella (see resources)
stories, fairy stories, traditional tales
Ladybird one. For HA groups, you may use a text such as the one produced by Scholastic as a guided
Simple versions of
d. joining in with predictable phrases
reading text. If time, some chn can write their own short sequence of simple sentences.
Cinderella for chn to read
Understand the books they read by:
Easy: Using the plan resources, chn read and sequence sentences (give LA picture cues version) to retell the Access to internet
a. drawing on what they already know to story of Cinderella.
http://www.iboard.co.uk/i
make sense of the story
Plenary: In pairs, chn check each other’s sequencing, and take turns to read each sentence aloud. It would
wb/Cinderella-Story-Bookb. discussing the significance of events
be a good idea to model this first, making a deliberate mistake and inviting chn to politely correct you!
Reading-Level-A-134
Handwriting
1.Tuesday: (See main teaching session) Read and write fairy-tale starts and endings
Whiteboards
Pupils should be taught to:
Chn write phrases ‘Once upon a time...’ and ‘...and they all lived happily ever after’ on https://www.youtube.com
c. form capital letters
w/bs, ensuring that there are clear spaces between words, a capital letter to begin
/watch?v=W03eF9-mRYY
b. begin to form lower case letters in the correct direction
and a full stop to end a sentence. They need to use good letter formation. In writing
the title, or the main character’s name (Cinderella) they need to remember to use a
Develop their understanding of concepts in Appendix 2 by:
capital letter for a name. It is possible also to show how ellipses may be used, e.g.
a. leaving spaces between words
after ‘Once upon a time...’.
b. punctuating sentences using a capital letter and a full stop
d. using a capital letter for names
Write sentences by:
1. Thursday: Prepare an oral re-telling of Cinderella
Large sheets of paper
a. saying out loud what you are going to
Chn work in small groups to agree a version of the story then plan their retelling of Cinderella. They
Marker pens
write about
should make their own large story maps (as a group) including writing some of the key language they
For Plenary: Access to
want to use. Use mini plenaries to highlight good vocabulary and the different versions of the story.
internet
c. sequencing sentences to form a
Plenary: Watch part of the oral re-telling again and discuss how the story-teller looks at the people he is
https://youtu.be/7u1oQXR6
narrative
talking to, how he speaks clearly and not too fast!
fOA
d. re-reading notes to check for sense
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1 Sum F Plan 5A
Y1: Summer
Spoken
language
Whole class teaching
Wk 2
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Main texts: Cinderella/Snow White/Billy Goats Gruff
Monday
Tuesday
Wednesday
Thursday
Friday
Tell chn that this week we will be
learning about another well-known
traditional tale: Snow White. Do
chn know the story? Read your
version of the story and discuss
briefly. Are there any similarities to
Cinderella? Poor/ ill-treated
girl/lost mother/villain/prince etc.
What about the opening and
ending to the stories? ‘Once upon
a time...’ Explain that this is
another very old story, and the
story has changed as it has been
passed on through the ages. On
the f/c, write characters from the
story under the headings: Heroes/
villains or if you prefer Goodies/
Baddies. What adjectives would
you use to describe Snow White?
Support chn in providing ambitious
vocabulary choices, and ask for
help in sounding out writing the
words suggested. Read back the
words together.
Word reading/Transcription 2
Show chn a ‘Have you seen...?’
poster, such as the Sirius Black
one from Harry Potter. Explain
what these posters are for. (Chn
may have seen ‘Missing/lost’
signs for pets, etc.) Talk about
importance of including a good
description of the person’s
physical appearance, details of a
reward, etc. Tell chn that we will
make a ‘Missing poster’ about
Snow White, to use when she
disappeared from the palace. As
shared writing, using an enlarged
version of the resource, compose
a poster together, using lots of
good adjectives. Talk to the chn
about the fact that Snow White is
rather unsuspicious and trusting.
We know that she let the wicked
stepmother into the dwarves’
house! Today you are going to
make a poster to warn her about
her wicked stepmother!
Composition 2
Tell chn that today we will read a
different version of Snow White.
Show cover of Snow White in New
York. What can you already see is
different? Talk with chn about how
the author has changed the setting –
in a city – and the time in which the
story happened (the 1920s). Read
the story and discuss the other ways
in which it differs, writing these on
f/c. There are 7 jazzmen instead of 7
dwarves. Snow White was taken
‘downtown’ instead of to the forest/
she was poisoned with a cherry,
instead of an apple. Tell chn that this
book won a prize when it came out –
why do chn think this is? Paired and
class discussion. Focus on the
illustrations, and how they, alongside
the text, make us feel about the
characters and events. Show how the
final illustration tells us what
happened to the wicked stepmother!
Which version do chn prefer? Why?
Comprehension 3 / Composition 3
Show chn the words ‘and’ and ‘but’
on flashcards. Say that these are
called ‘conjunctions’ - they are very
common and useful words! We will
re-read SW in NY story again. Tell
chn that they should put up their
hand whenever they hear ‘and’ or
‘but’. Discuss how these are often
used to join two shorter sentences.
Write up the sentence ‘Her mother
was dead and for a while she lived
happily with her father’. Can chn
spot the conjunction? What two
sentences did the author join
together? Point out that there are
some sentences in the book which
begin with ‘And’ or ‘But’. This is
okay, but not to be done too often!
On f/c write the sentences: ‘But
one day she read something that
made her very jealous’. ‘And she
plotted to...’ How could we form
one long sentence? Focus on
changing capital letters/
punctuation.
Grammar 2
Tell chn that today we are
going to invent our own
variation on Snow White.
Explain that in our version,
the story will be set in our
own city/ town/ village,
and in the modern day!
Talk about the fact that the
main characters will be the
same (SW, stepmother,
father). We will not use
real people for these
characters! Recap on the
traditional opening, and
then compose the first part
(shared writing) set in your
location. This may feature
some known people for
the dwarves’ equivalent if
you wish! Model how to
make this the beginnings
of a story map and talk
through what might
happen next with partners.
Spoken l 3 / Composition 4
Objectives
Dimension
Pupils should be taught to:
a. listen and respond appropriately to
adults and peers
f. maintain attention and participate
actively in collaborative conversation
j. gain, maintain and monitor the
attention of the listener
3. Friday: Produce an oral story of Snow White set in modern times in our own location
Chn work in pairs or individually to use story maps to help them to tell an oral story of ‘Snow White in
(Anytown)’. They draw on the opening part you have already planned together. Encourage them to tell the story
as they go and discuss ideas, and listening carefully to each other’s contributions!
Plenary: Allow a good amount of time for chn to tell their own versions of the story using their story maps.
Focus praise on good collaborative and speaking/ listening skills as well as for their imaginations!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
See Composition 4
Y1 Sum F Plan 5A
Composition
Grammar
Word reading
Transcription
Comprehension
Y1: Summer
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Understand the books they read by:
c. discussing events in a book
Develop pleasure in reading by:
b. being encouraged to link what they
read or hear read to own experiences
c. becoming very familiar with
traditional tales
Word reading: read words containing
taught GPCs
read other words of more than one
syllable that contain taught GPCs
Spelling
b. using the prefix unWrite from memory simple sentences
dictated by the teacher
Develop their understanding by:
b. joining clauses using and
c. beginning to punctuate sentences
using a capital letter and a full stop
Write sentences by:
a. saying out loud what they are going
to write about
b. composing a sentence orally before
writing it
d. re-reading to check for sense
Write sentences by:
b. composing a sentence orally before
writing it
d. re-reading to check for sense
Discuss what they have written with
the teacher or other pupils
Read aloud their writing clearly
enough to be heard by their peers and
the teacher
Main texts: Cinderella/Snow White/Billy Goats Gruff
3. Wednesday: Give reasons for opinions about a story or about characters
Colour photocopies of
Easy/Medium: Using colour-photocopied pages from the book, ask chn to choose their favourite illustration and pictures from Snow
talk about how the image helps to tell the story and describe the characters.
White in New York
Medium/Hard: Chn use photocopies to cut out a favourite picture and write about why they have chosen it.
They should give at least three reasons.
Plenary: Invite selected chn to talk about their chosen illustration. Use this to reinforce discussion about
differences between this and the original version.
2. Monday: Writing adjectives or phrases to describe a character
A classic version
Have the hero/ villain list visible and write several adjectives or phrases which describe one of the characters.
(e.g. Ladybird) of
Include one or two words with the un- prefix if possible. Read the words carefully together, and ask if chn can guess Snow White and
which character is being described? Then ask chn to do the same individually, again aiming to write at least one
the Seven Dwarves
word with the prefix un-. When finished, chn read their descriptions to a partner – who is being described? How did
you know? Then ask chn to write short descriptions for a favourite character. Support chn who struggle.
Plenary: Ask chn to write a dictated sentence on WBs about a character, and finish it themselves, e.g. The dwarves
were very untidy because….
2. Thursday: Use conjunctions ‘and’ and ‘but’ to join shorter sentences
Single-clause
Medium/Hard: Chn use the plan resource to encourage chn to use and or but to join two shorter sentences.
sentences to join
Easy: With LA chn, use whiteboards to dictate two simple sentences, showing how to add the best conjunction, and (see resources)
rewrite. Check for correct use of capital letters/ full stops.
Access to BBC
Plenary: Have a look at the website for a game on using conjunctions at
Bitesize website
http://www.bbc.co.uk/bitesize/ks1/literacy/joining_words/play/.
2. Tuesday: Create a ‘wanted’ poster for Snow White
Wanted poster (see
Chn work in pairs to compose their posters, using the plan resource. Encourage chn to say their sentences out loud resources)
before writing them down, and use some good adjectives to describe both physical appearance and character,
using some of the vocabulary generated yesterday. Draw picture to finish.
Plenary: Display all the posters, and decide on one or two which are particularly successful. Why do these posters
work best? Discuss the fact that the stepmother’s disguises make it hard for Snow White to recognise her attacker!
3. Wednesday: Give reasons for opinions about a story or about characters
None
Chn write about their favourite illustrations from Snow White in New York giving reasons for their opinions.
Plenary: See Comprehension 3.
4. Friday: Create a story map for a new version of Snow White
Chn work in pairs or individually to make their own story maps telling their versions of the Snow White in
(Anytown)’ story using the opening part you have already planned together. Encourage them to tell the story as
they go and discuss ideas, and listening carefully to each other’s contributions!
Plenary: See Spoken language 3.
Focus praise on good collaborative and speaking/ listening skills as well as for their imaginations!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
A3 paper
Writing tools
Y1 Sum F Plan 5A
Y1: Summer
Whole class teaching
Wk3
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Monday
Tuesday
Wednesday
Thursday
Friday
Tell chn that we are going to read
another traditional tale today!
Read or tell the story of the Three
Billy Goats Gruff, with four
confident chn acting out the story
as you go, and using props/
masks as necessary. Invite chn to
join in with traditional opener/
ending. Discuss the story, and
then ask chn to read the title
from the front of your book or
from the f/c. Then hide it, and
challenge chn to write the title on
their w/bs. Discuss use of capital
letters for the names. Which chn
have chosen the correct
grapheme for the /oa/ sound?
Brainstorm all the ways of making
the long /oa/ phoneme that chn
know, and then ask them to
come up with words containing
that sound, writing them under
the appropriate grapheme on the
f/c. Finish by dictating a sentence
for chn to write containing ‘oa’
words, incl. ‘goat’. Spoken lang 4/
Transcription 3/Comprehension 4
Using either the text used
yesterday, or telling the story,
revisit the Billy Goats Gruff,
encouraging the chn to join in on
repeated phrases ‘Who’s that trip
trapping over MY bridge? ’etc
Draw a story map as you go, and
add some actions to help you
retell the story as a class, making
it as active as possible! This way
chn will further internalise the
story, in order to be able to make
their own creative alterations
later in the week. Chn can then
go into pairs to retell the story,
using your story map to help
them structure their talk and any
actions introduced earlier. After a
few minutes, reconvene to
discuss or demonstrate their
telling. Tell chn that today we are
going to read a story in groups
that is similar to the Billy Goats
Gruff, but where the characters
have been changed.
Word reading 4/
Comprehension5
Remind the chn of the story ‘Billy Dogs
Gruff’ encountered yesterday. Recap
briefly on the fact that the structure is
very similar to the original tale, in
that: 1) there are three animals; 2)
they want to cross a river, in which
there is a dangerous creature; 3) they
pass over one by one; 4) the third
animal outwits the dangerous
creature and they all live happily! Tell
chn that today we are going to make
up our own versions of the story,
following the same pattern, but
making some changes. To model this,
display the story-setting cards (see
resources), and ask a child to choose
one. Explain that changing the setting
only may alter the story a little, e.g. If
the three Billy Goats have to cross
over a mountain to get to the field the
other side, what might the dangerous
creature be? A wolf? A yeti? Look at
changing the characters. If the three
goats were changed to the three
frogs, how might they outwit a troll?
Spoken language 5 / Composition 5
Take one of the children’s story
maps from yesterday, and
demonstrate how to write up the
start of their new version of the
Billy Goats Gruff. Ask first
whether chn have changed the
setting or characters, and if the
story has changed much as a
result. Beginning ‘Once upon a
time...’ write up the opening
sentences, focussing on
describing the setting and
introducing the characters using
some good adjectives suggested
by the class. Model especially
opportunities to join two shorter
sentences with ‘and’ to make a
longer one.
When you have written up a few
sentences, read back together.
Does the story make sense? What
do you think might happen next
in this version of the story?
Tell chn that today we are going
to finish planning our stories and
start writing them up.
Grammar 3 / Composition 6
Explain that by the end of
the lesson today chn will
have finished their versions
of the BGG story! These will
be made into a large class
book, which can be shared
throughout the school. Keep
carpet time to a minimum
today as chn will need time
to write up their stories.
Using ‘Once upon a time...’
as a starter and writing a
first sentence, ask chn to
write a really good second
sentence on their WBs.
Emphasise the importance
of capital letters and a full
stop or exclamation mark to
finish. Chn check each
other’s sentences to ensure
that they have all
punctuated correctly. When
chn are happy with their
sentence, they can go and
finish writing up their
stories.
Composition 7
Objectives
Spoken language
Main texts: Cinderella/Snow White/Billy Goats Gruff
Pupils should be taught to:
c. use relevant strategies to build their
vocabulary
d. articulate and justify answers
f. maintain attention and participate
actively in collaborative conversations
g. use spoken language to develop
understanding through exploring ideas
k. consider different viewpoints,
building on the contribution of others
Dimension
4. Monday: Sequence a familiar story
Chn work in pairs and discuss what happened in the story of the Billy Goats Gruff. They work together to help
each other sequence the events.
Plenary: See Transcription 3.
5. Wednesday: Use a story-map to plan own version of a familiar story
Chn work in pairs or as a group with the teacher to create a story-map of their own version of Billy Goats Gruff.
Stress that today they will be rehearsing their story orally and making sure that they know what is happening at
each stage of their story. They will need to memorise their story so that they really know it well and don’t forget
parts! By the end of this session, every child should know their own version of the story.
Plenary: Choose different chn to explain their version of the story. Which animals have they chosen?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
See Transcription 3
Story settings cards
(see resources)
Large sheets of paper
Felt-tips
Y1 Sum F Plan 5A
Composition
Grammar
Word reading
Transcription
Comprehension
Y1: Summer
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Develop pleasure in reading by:
c. becoming very familiar with key
stories, fairy stories & traditional tales
d. recognising and joining in with
predictable phrases
Understand the books they read by:
b. checking that the text makes sense
to them as they read
d. making inferences based on the
basis of what is been said and done
e. predicting what might happen next
Spelling
Spell:
a. words containing each of the 40+
phonemes already taught
Write from memory words and simple
sentences dictated by the teacher,
Main texts: Cinderella/Snow White/Billy Goats Gruff
4. Monday: Sequence a familiar story using pictures and captions
(See Main teaching session and activity in Word Reading.)
Chn sequence pictures to tell the story of the Three Billy Goats Gruff. They compare with a nonsense version in
plenary session (see Word Reading/Transcription 3).
5. Tuesday: Group Reading: Make sense of what they read and discuss it
Chn work in ability related groups to read the story of Billy Dogs Gruff. When they have read it, they discuss the
story. How is it different from the original? What characters have been changed?
Some children then read other versions of the Billy Goats Gruff story and see if there are any differences from the
original version.
Plenary: discuss the ‘Billy Dogs’ story. How is this similar/different to the original?
3. Monday: Write captions to label the stages in a story sequence
Use the plan resource to sequence the story. Chn work in pairs to order pictures then write captions under
pictures according to ability.
Easy: Chn who struggle can write a one or two word label,
Medium/Hard: Chn write a full sentence to match pictures. Ensure chn have spelled ‘goat’ correctly in writing!
Plenary: read ‘The Silly Ghosts Gruff’ by Michael Rosen. This is a highly entertaining version of the story, with lots
of nonsense play on words!
Pupils should be taught to:
4. Tuesday: Group Reading: Use a variety of word attack strategies, including phonics, in reading
h. read aloud accurately books which closely
Chn work in reading ability groups to read The Billy Dogs Gruff.
match their growing word-reading knowledge
Medium/Hard: Chn read the story, and discuss it. They then look at some other versions of the Billy
a. apply phonic knowledge as the route to
Goats Gruff and read these together.
decode words
Plenary: See Comprehension 5.
Develop their understanding by;
3.Thursday:Write a story; use sentences containing ‘and’ or ‘but’
b. joining clauses using and
Give chn time today to finish their story maps, and to talk through their stories. Encourage chn to talk through
a. leaving spaces between words
sentences, using descriptive words and joining sentences with ‘and’. Use mini plenaries to stop chn briefly as they
c. beginning to punctuate sentences
work to share successful stories or to listen to particularly effective story language.
using a capital letter and a full stop
Plenary: Choose a couple of hard-working chn to read their story so far.
Write sentences by:
. 3.Wednesday:
Wed. Chn could
to pictorially,
work independently,
in pairs,
in small groups of up to 4. Today they will
5.
Planchoose
a story,whether
orally and
and produce
a storyormap
a. saying out loud what they are going
needproduce
to decide
which
element
of theorally
story the
to change,
andofstart
planning
their story.
Offer
the use
of theand
setting/
Chn
story
maps,
rehearsing
sequence
events,
and making
a note
through
pictures
to write about
character
cardsmap.
(see session
resources)
ashelp
a prompt
needed.
through
their
story
andGruff
startstory.
to map it out
words
on their
Their story
map will
them ifwrite
theirChn
owntalk
version
of the
Billy
Goats
b. composing a sentence orally before
pictorially.Plenary:
chn to
Plenary:
See Spokenchoose
Language
4. talk about what changes they are planning to make to the BGG story, and to
writing it
talk
about what
it may
on the
direction
6.
Thursday:
Planimpact
a story.
Beginhave
to write
their
story of the story. Will their stories still make sense?
c. sequencing sentences to form short
Chn complete their story maps. They then start to write their story, saying each sentence out loud, counting the
narratives
words, before they write it. They re-read each sentence to check it says what they meant it to say!
d. re-reading what they have written
7. Friday: Complete the writing of a story.
to check it makes sense
Chn work on their stories. Model the process of reading what they have written as they go along, and rehearsing
Discuss what they have written with
a sentence orally in advance of writing it down. Praise chn who you see doing this, and ask them why it is useful!
the teacher or other pupils
Plenary: celebrate the finished stories. Together design a front cover for your class book, and invent a suitable
title.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
See Word Reading /
Transcription 3
Billy Dogs Gruff (see
below plan)
Other versions of
Billy Goats Gruff
Pictures of Billy Goats
Gruff story (see
resources)
The Silly Ghosts Gruff
by Michael Rosen,
from Hairy Tales and
Nursery Crimes
Hamilton Group Reader
Billy Dogs Gruff (see
below)
Different versions of
Billy Goats Gruff story
Story maps from
yesterday
Handwriting pens
Story settings/
Large
sheets of paper,
characters
session
one
per child
and feltresource
tip
pens
A3 paper
Handwriting pens
Stiff A3 card or paper
for book cover.
Y1 Sum F Plan 5A
Y1: Summer
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Main texts: Cinderella/Snow White/Billy Goats Gruff
Books:
Easy reading versions of Cinderella, such as Scholastic or Ladybird versions
Snow White in New York by Fiona French, ISBN: 0192722107
Snow White by J Poole and A Barrett ISBN: 009918561X
Traditional versions of Cinderella, Snow White and the Three Billy Goats Gruff
Hairy Tales and Nursery Crimes by Michael Rosen, ISBN: 1860221882
Hamilton Reader: Billy Dogs Gruff
Websites:
https://www.youtube.com/watch?v=mof0dEKT_9Q
https://www.youtube.com/watch?v=W03eF9-mRYY
http://www.iboard.co.uk/iwb/Cinderella-Story-Book-Reading-Level-A-134
http://www.youtube.com/watch?v=ggS61GeN-dA
https://youtu.be/7u1oQXR6fOA
http://www.bbc.co.uk/bitesize/ks1/literacy/joining_words/play/
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the
registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton
Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is
your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1 Sum F Plan 5A
Y1: Summer
Fiction Plan 5A: Fairy Stories/ Traditional Tales
Main texts: Cinderella/Snow White/Billy Goats Gruff
Outcomes
Monday
Tuesday
Wednesday
Thursday
Friday
1. Listen to, follow and enjoy an
oral story.
2. Understand what a traditional
tale is and identify characters.
1. Learn to recite traditional
opening/ ending by heart.
2. Use drama to investigate
characters and events.
1. Listen to, read and discuss a
different version of Cinderella.
2. Sequence pictures/ text to retell a story.
1. Listen to, and then prepare an
oral telling of Cinderella.
2. Make a shared story map to aid
re-telling.
1. Perform an oral tale to an
audience.
2. Develop story telling language
and technique.
1. Write a list of adjectives to
describe a character.
2. Spell words using the prefix un-.
1. Create a ‘Wanted’ poster using
adjectives generated yesterday.
2. Compose sentences orally
before writing them.
1. Listen to and discuss a different
version of Snow White.
2. Write about favourite
illustrations from a book.
1. Use and or but to form
compound sentences.
2. Punctuate sentences correctly.
1. Plan a version of Snow White set
in a different setting.
2. Participate in collaborative
discussion.
1. Sequence pictures to re-tell a
traditional tale.
2. Write a sentence using the /oa/
grapheme.
1. Retell a traditional tale in pairs.
2. Read, according to ability,
another version of a traditional
tale.
1. Plan a story based on a
traditional tale.
2. Use effective vocabulary.
1. Start to write their own story
based on a familiar traditional tale.
2. Compose sentences orally
before writing them.
1. Complete their story.
2. Re-read their own writing to
check it makes sense.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1 Sum F Plan 5A