R/Y1: Spring Term
Spoken language
Whole class teaching
Wk 1
Fiction Plan 3A: Fantasy Stories
Monday
Show the front cover of Where the
Wild Things Are (see resources).
Ask chn what they think the book
will be about. Read the story once
without stopping for discussion.
Then read it again, this time
pausing at intervals to discuss chn’s
thoughts on the main characters,
setting and prediction on ‘what
might happen next’. Give chn time
to discuss and agree the main
events in the story and then draw a
story map (see resources).
Encourage chn to make suggestions
for how to illustrate each step.
Explain that you will write the
actual spoken words in a speech
bubble where the speech is
important to the text.
Comprehension 1/ Spoken
language 1
Objectives
Pupils should be taught to:
a. listen and respond to adults and
peers
d. articulate and justify opinions
f. maintain attention and participate
actively in conversations
g. use spoken language to develop
understanding
g. use spoken language to develop
understanding
h. speak audibly and fluently
i. participate in performances
j. gain interest of the listener
Tuesday
Show the front cover of Where the Wild
Things Are and the Story Map drawn
yesterday (see resources). Give chn 5
minutes to retell the story with a partner,
using their own map. Ideally work in a large
room or outdoors to model ‘stepping’ the
story. Roll out a large piece of wall paper
onto which you have already drawn
footprints OR lay out a long line or cones
and stand at one end - the beginning. As
you ‘step out’ the story, encourage chn to
think of ideas for actions to represent the
step: The story begins at night, what action
can I do to remind myself of night? OK, I’ll
do a twinkly star hand action. Step forward
one step. Max is wearing his wolf suit, so I’ll
put my hands on my head and wiggle them
to pretend to be Max in his wolf suit. Step
forward. He’s making mischief! What action
could I do, or should I say ‘mischief?’
Comprehension 2/ Spoken language 2
Main text: Where the Wild Things Are
Wednesday
Re-tell Where the Wild Things Are,
encouraging chn to follow along on their
story maps and to join in where they
can. Read up to when the forest grew…
and then where the ocean tumbles by…
Show the illustrations used in the book
(see resources) and explain that the
illustrations in this book are world
famous. Ask chn to describe the
forest? What words would we
use? What descriptive phrases/
sentences? Model sounding out the
words, phrases and sentences (remind
chn that as this is a whole sentence we
need to have a capital letter at the
beginning and a full stop at the end) on
the IWB before asking selected chn to
copy them out onto a Post-it note™ and
adding them to the appropriate section
of the Story Map.
Composition 1/
Grammar 1/ Transcription 1
Dimension
Thursday
Re-tell Where the Wild
Things Are. Encourage
chn to join in, following
along on their own story
maps. Show one of the
pages with no writing –
the Rumpus! (see
resources). Discuss what
each monster or Max
might be saying and
model writing one of the
ideas on the IWB, draw a
speech bubble around
it. Remind them that we
write what is said and
THEN draw the speech
bubble round it. We do
not draw the speech
bubble first!
Spoken language 3/
Composition 2
1. Monday: Discussing a text
During teaching time, chn discuss and share their opinions of the story. agree the main events
with a talk partner and contribute their ideas to a class discussion about a story map.
2. Tuesday: Discussing a text
During teaching time and with their work group, chn ‘step out’ the story. This means that they
must discuss and agree how to represent each step of the story, this could be using a word or an
action.
3. Thursday: Saying what the monsters would say!
For the first part of activity work: children work in pairs pretending to be a Wild Thing and Max.
They have a conversation in character. Now they will write their conversation. See composition 2
4. Friday: Telling a story from memory, using expression
Chn practise telling the story in small groups, trying to use their maps less each time. Encourage
them to use expression and TELL the story rather than say it.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Friday
Remind chn of all the
work they have done
this week to help them
to get to know the
story of Where the
Wild Things Are.
Explain that they
should be fairly
confident of the story
by now, and beginning
to be able to tell it off
by heart. Model using
the Story Map and
Stepping to help tell
the story. Explain that
at the end of the
lesson we will try to
tell the story without
any prompts to help.
Spoken language 4 /
Comprehension 3
Resources
Where the Wild Things Are Cover of
WTWTA (see resources)
Example Story Map (see resources)
As Monday
Cones
Wallpaper rolls
Illustration from the book (see
resources)
Story Maps
Story stepping wallpaper
R/Y1: Spring Term
Fiction Plan 3A: Fantasy Stories
Comprehension
1. Monday: Showing understanding of the story by drawing a story map
As Spoken language 1
Chn work in mixed ability pairs to draw their own story map, using the example drawn as a whole class to help them. A copy
of their map, along with the example map (see resources), can be sent home to practise the story with.
Easier: Chn who are unable to draw their own map work with an adult, collaborating on their own version of the map. Or,
they can add colour and detail to the example map.
Plenary: Read the story again as chn follow along on their map. Ask one child to point to each step on the class map as you
read.
2. Tuesday: Showing understanding of the story AND beginning to learn it by heart
As Spoken language 2
Chn work in small groups to practise stepping the story (as main teaching). Encourage more able chn to think of their own
actions to represent steps.
Easier: Chn work in a larger group with an adult who leads the stepping. As you step along the roll of paper, you could
sketch images as ‘reminders’ to support memorising the story.
Plenary: Each group shows one of their steps, the rest of the class guess which part of the story it represents. If time allows,
finish with a whole class step through of the story – with chn standing in one line and moving across the hall to step the
story out.
3. Friday: Learning a story by heart
Speaking stone (or
As Spoken Language 4. Chn work in small groups to tell the story by heart. They pass around a ‘speaking stone’ (or similar),
similar)
the person holding the stone tells a section of the story and then passes the stone to the next person, who continues the
Story Map
story.
Plenary: Sit in a circle and give a class retelling of the story by heart. Pass around a ‘speaking stone’ (see above). Encourage
chn to add details and use descriptive phrases as they retell, not just to give the basics of the story.
Handwriting
1. Wednesday: Handwriting practice
As Composition 1
Word reading a. sit and hold pencil
See Composition 1. Chn write out the words/sentences neatly, using correct letter formation, adding it to their
Story Map.
Transcription correctly.
b/c. form letters correctly
Develop their understanding by:
1. Wednesday: Punctuating sentences and extending them using ‘and’
As Composition 1
b. joining words and clauses using ‘and’
See Composition 1. As chn write describing sentences about the settings, they punctuate their sentences
c. beginning to punctuate sentences
using capital letters and full stops.
with capital letter and full stop,
Harder: Encourage more able chn to extend their sentences using ‘and’.
exclamation or question mark
a. saying out loud what 1. Wednesday: Writing descriptive words, phrases and sentences to describe a setting
Example Story Map
they are going to write Chn write descriptions of the settings in the story to accompany their story maps. Encourage more able chn to write complete
(see resources)
about.
sentences. Y1 chn should all aim to write at least three good sentences.
Descriptive word list
b. composing a
Easier: Chn can refer to the descriptive word lists (see resources) for ideas and to support spelling of tricky words.
(see resources)
sentence orally
Plenary: Gather together to share the descriptions chn have added to their Story Maps.
Post-it Notes™
Discuss what they have 2. Thursday: Writing speech
Illustration
written.
Following on from Spoken Language 3, chn write down what the Wild Thing and Max might be saying to each other. Remind chn to write
from the
Read aloud their
the words THEN draw the speech bubble around them.
book (see
writing clearly.
Easier: Chn could record the speech into a sound button, and then an adult can scribe it with them.
resources)
Plenary: Share examples of work by pretending to be a Wild Thing and asking a child to take the part of Max. Act out the speech bubbles.
Composition
Grammar
Develop pleasure in
reading by:
a. listening to/discussing a
range of stories
c. becoming very familiar
with stories, consider key
characteristics
Understand the books
they read by:
b. checking text makes
sense
c. discussing significance
of title and events
e. predicting what might
happen
Participate in discussion
about what is read, taking
turns and listening
Explain clearly their understanding of what is read
Main text: Where the Wild Things Are
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R/Y1: Spring Term
Whole class teaching
Wk 2
Fiction Plan 3A: Fantasy Stories
Monday
Discuss the genre of
Fantasy books… What
makes a book
‘fantasy’? What does
it mean? (Make
believe, let’s pretend,
imaginary worlds…,
etc.) Show The Day
Ben Went Bump on
the IWB and read it
together. What is the
fantasy part? (going
through the floor)
What bits are
real? (there are real
worms, rabbits,
badgers, etc.)
Word reading 2/
Comprehension 4
Main text: Where the Wild Things Are
Tuesday
Wednesday
Thursday
Friday
Explain that today we are going to
change the story by changing the
main character. Look at the first two
pages. What is meant by ‘Max made
all kinds of mischief…?” What
‘mischief’ did Max get up to? Do any
chn ever get up to mischief? Think
about what they might wear during
their mischief making (Max is in a
wolf-suit.) Model drawing yourself in
an outfit (spiderman, princess, etc)
doing some ‘mischief’. Then model
writing an extended sentence
describing what you are doing.
Encourage ideas and suggestions for
writing from the class, extend with
an ‘and’ or ‘because’.
Transcription 3/ Composition 3/
Grammar 2
Model planning a class version of
Where the Wild Things Are. Redraw
the story map, encourage lots of
class discussion and ideas sharing as
you change the character - use one
of the characters chn invented
yesterday. They are sent to bed like
Max is. Then what does their room
turn into? (Could be a forest, could
be a sea-side, could be a land of
dinosaurs, a fairy tale land, etc…) Try
to change only one or two elements
of the story in order that chn can
keep the image of the original story
map in their head as they write. So,
the remainder of the map is very
similar, except instead of Max, it is
your new character who is used.
Spoken language 5/ Composition 4
Begin the lesson by giving chn ten minutes
to use the story maps drawn on Wednesday
to practise saying their new version of the
story out loud (see Spoken language 5.)
Then, using the NEW story map drawn on
Wednesday, model saying the first sentence
of the story, and then writing it down. The
night Sam wore his bat suit and made
mischief. Count the words in the sentence
together and model writing a couple of
words, then saying the sentence again,
reading along as far as you have written as
you do so. Write mischief on a flipchart so
that chn can refer to it when they start to
write. After writing the sentence remind
chn of sentence punctuation (see Grammar
2 for teaching strategies).
Spoken language 6/ Composition 5/
Grammar 3
Remind chn of the writing
the started yesterday and
display the example group
writing you wrote as a
class on Thursday. Model
reading through the
sentence, checking it
makes sense and is
correctly punctuated.
Then, refer to the New
Story Map to see what you
need to write next. Model
saying & then writing this
sentence, repeating the
same process of counting
words and checking which
was modelled yesterday.
Composition 5/ Grammar
3
Spoken language
Objectives
Pupils should be taught to:
a. listen and respond to adults and
peers
d. articulate and justify opinions
f. maintain attention and participate
actively in conversations
g. use spoken language to develop
understanding
Pupils should be taught to:
g. use spoken language to develop
understanding
h. speak audibly and fluently
j. gain interest of the listener
Dimension
Resources
5. Wednesday: Changing a story
Chn work in 2s/3s or in a group. They brainstorm and agree ideas then draw their new map, with a new character
and a different ‘bedroom change’.
Easier: Work with a group of less able chn to plan and draw a map of a new version of the story together.
Plenary: Chn use their map to practise telling their new version of the story in their groups.
Story Map (see
resources)
6. Thursday: Telling a story
Chn spend the beginning of the lesson using their map to tell their new story. Circulate around the class,
encouraging ALL chn to say part of the story, and to include details. Model TELLING the story, rather than reciting
it as a list of events. Then return to main teaching.
New Story Map
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Composition
Grammar
Word reading
Transcription
R/Y1: Spring Term
Fiction Plan 3A: Fantasy Stories
Main text: Where the Wild Things Are
a. apply phonic knowledge
4. Monday: Group reading
Where the Wild
b. respond speedily with correct sound Easier: Work with an adult, look at copies of Where the Wild Things are and are ‘reading’ it together, using their
Things Are
to graphemes
good memories – their story map and stepping work from last week should help them to really enjoy this read.
The Day Ben went
c. read, by blending, unfamiliar words
Most: Reread The Day Ben went Bump in pairs or individually.
Bump (see
f. read words of more than one syllable More able: Read in pairs or individually from a selection of other fantasy books, preferably some by Maurice
resources)
with taught GPCs
Sendak, e.g. In the Night Kitchen or others by well-known children's authors, e.g. The Magic Bed, Avocado Baby,
Group readers (see
h. read accurately consistent with
The Secret...
left)
phonic knowledge
Plenary: Chn discuss the books they have been reading. They give examples of the fantasy and real parts in the
i. re-read to build up fluency
story they looked at.
Spelling
1. Tuesday: Spelling common words
As Composition 3
Spell
See also Grammar 1 and Composition 3. Within their writing, chn try to spell high-frequency words correctly,
b. Spell common exception words
referring to classroom displays as necessary. Encourage them to try to spell ‘the’, ‘me’, ‘my’ independently.
Develop
2. Tuesday: Writing a sentence and extending it
As
understanding by:
Most/Harder: Write one or more sentences describing what they are doing, encourage them to punctuate their sentences accurately
Composition
a. leaving spaces
(remember to begin your sentence with a capital letter, stand tall and point to the ceiling to represent a big letter, and end with a full stop,
3
between words
jab a dot in the air.) Discuss how to extend sentences with ‘and’.
b. joining words and
Easier: Write a title for the drawing… ‘Me in my spiderman suit bouncing on Mummy’s bed!’
clauses using ‘and’
3. Thursday and Friday: Writing a sentence and extending it
New story
c. beginning to
Most/Harder: Write one or more sentences of their version of the story, encourage them to punctuate their sentences accurately.
maps
punctuate sentences Easier: Work as a group to write the sentence, adult modelling sounding out, finger spaces, saying the sentence as you write it. Chn copy
Work from
with capital letter
the sentence and then punctuate it themselves.
Tuesday wk2
and full stop,
Thursday plenary: Take an example sentence written by a more able child. Write it on the IWB without correct punctuation (no full stop or
Wednesday
exclamation or
capital letter) and ask the class to correct it. Discuss also how you could extend the sentence, making it more interesting by using ‘and’.
wk1
question mark
Write sentences by:
3. Tuesday: Writing a sentence
Where the
a. saying out loud what they will write
See also Grammar 1 and Composition 3. Chn draw a picture and then compose a sentence about how they might
Wild Things
b. composing a sentence orally before writing make mischief. Encourage them to use interesting describing words. See Grammar/Spelling 1.
Are
Discuss what they have written
Plenary: Chn share their sentences and pictures with the class, perhaps adding them to a class display on an
Read writing aloud clearly
‘imaginary world’ back drop.
Write sentences by:
4. Wednesday: Changing and planning a story
As Spoken
a. saying out loud what they are going to
See Spoken language 5. Chn spend time working in groups to plan a new version of the story. Encourage them to
language 5
write about
make notes of descriptive words that they might use within their writing as they draw their new map.
Write sentences by:
5. Thursday and Friday: Writing and editing a story
As Grammar
a. saying what they are going to write about
See Grammar 3. Chn use their story maps to support as they begin to write their version of the story. Encourage
3
b. composing a sentence orally before writing them to refer back to their work from Tues Week 2 (characters) and Weds Week 1 (settings) to remind them of
c. sequencing sentences
describing words and ideas. On Friday, they read their own work out loud, make sure it makes sense and then
d. rereading what they have written to check
continue it.
that it makes sense
Friday plenary: Chn read their stories out loud, ideally to visitors to the classroom (guests from other classes,
Read aloud their writing clearly.
parents, other teachers).
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R/Y1: Spring Term
Fiction Plan 3A: Fantasy Stories
Main text: Where the Wild Things Are
Books
Where the Wild Things Are by Maurice Sendak, Red Fox, ISBN: 978-0099408390
In the Night Kitchen by Maurice Sendak, Red Fox, ISBN: 978-0099417477
The Day Ben Went Bump Hamilton Group Readers available in packs of 6 from http://www.hamiltoneducation.org.uk/GroupReading_Year1.php
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.
Outcomes
Wednesday
Thursday
Friday
1. Listen attentively to a story.
2. Participate in discussion about a
story.
3. Draw a pictorial representation
(map) of a story.
Monday
1. Begin to retell a story, using
visual (map) and kinaesthetic
(actions) reminders.
2. Begin to know some of the
story off by heart.
Tuesday
1. Use describing words.
2. Write and punctuate a simple
sentence.
3. Extend a simple sentence using
‘and’.
1. Join in with known parts as a
story is retold.
2. Participate in group discussion.
3. Write a sentence or phrase in a
speech bubble.
1. Retell a story with and without
visual aids.
2. Know part or all of a story off
by heart.
3. Use intonation and expression
in retelling of a story.
1. Understand some features of
the ‘fantasy’ genre.
2. Identify features of ‘fantasy’ in
a text.
3. Read a fantasy text with
appropriate support.
1. Participate in a class discussion.
2. Write and punctuate a simple
sentence or phrase.
3. Extend a simple sentence using
‘and’.
1. Participate in a class discussion.
2. Work in a group to change 2
elements of a known story
(character & setting).
3. Draw a pictorial representation
(map) of a new version of a story.
1. Tell a new version of a known
story, using pictorial
representation to help.
2. Begin to write a new version of
a story.
3. Write and punctuate simple
sentences.
1. Write and punctuate sentences.
2. Reread own work and make
corrections.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R/Y1: Spring Term
Fiction Plan 3A: Fantasy Stories
Main text: Where the Wild Things Are
Foundation Objectives Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Listen to stories with increasing attention and
recall [L&A]
Join in and anticipate repeated refrains [L&A]
Listen to stories, accurately anticipating key
events and respond to what they hear with
relevant comments, questions or actions [L&A]
Listen and respond to ideas from others in
conversation & discussion [U]
Use talk to organise, sequence and clarify
thinking [Sp]
Listen to and join in with stories [R]
Know print carries meaning [R]
Give meaning to marks they make as they draw
and write [Wr]
Use some clearly identifiable letters to
communicate meaning [Wr]
Use phonic knowledge to write words in ways
which match their spoken sounds [Wr]
Join in with repeated phrases
and anticipate key events in
stories [L&A]
Maintain attention,
concentrate and sit quietly
during appropriate activity
[L&A]
Listen attentively in a range of
situations [L&A]
Respond to ideas expressed
by others in discussion [U]
Express themselves
effectively, showing
awareness of listeners’ needs
[Sp]
Reading as Monday and:
Demonstrate understanding
of what they have read [R]
Use talk to organise, sequence
and clarify thinking [Sp]
Use some clearly identifiable
letters to communicate meaning,
representing some sounds
correctly and in sequence [Wr]
Attempt to write short sentences
in meaningful contexts [Wr]
Use their phonic knowledge to
write words in ways which match
their spoken sounds [Wr]
Write some irregular common
words [Wr]
Write simple sentences which
can be read by themselves and
others. Some words are spelt
correctly and others are
phonetically plausible [Wr]
Use language to imagine and
recreate roles [Sp] Develop own
narratives [Sp]
Segment sounds into simple
words and blend together [Wr]
Attempt to write short
sentences in meaningful
contexts [Wr]
Use their phonic knowledge to
write words in ways which
match their spoken sounds [Wr]
Write some irregular common
words [Wr]
Write simple sentences which
can be read by themselves and
others. Some words are spelt
correctly and others are
phonetically plausible [Wr]
Able to follow a story,
without pictures or props
[U]
Use language to imagine
and recreate roles [Sp]
Express themselves
effectively, showing
understanding of
listeneners’ needs. Use
past, present and future
forms accurately when
talking about events.
Develop narrative by
connecting ideas and events
[Sp]
Scroll down for Week 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R/Y1: Spring Term
Fiction Plan 3A: Fantasy Stories
Main text: Where the Wild Things Are
Foundation Objectives Week 2
Monday
Tuesday
Wednesday
Thursday
Listen to stories with increasing attention and
recall [L&A]
Join in with repeated phrases [L&A]
Listen to stories, accurately anticipating key
events and respond to what they hear with
relevant comments, questions or actions
[L&A]
Segment the sounds in simple words and
blend them together and know which letters
represent some of them [R]
Begin to read words and simple sentences [R]
Enjoy rhyming and rhythmic activities [R]
Read and understand simple sentences [R]
Use phonic knowledge to decode regular
words and read them aloud accurately [R]
Read some common irregular words [R]
Demonstrate understanding when talking
with others about what they have read [R]
Maintain attention, concentrate
and sit quietly during
appropriate activity [L&A]
Listen attentively in a range of
situations [L&A]
Understand humour [U]
Extend vocab, exploring
meaning and sounds of new
words [Sp]
Use their phonic knowledge to
write words in ways which
match their spoken sounds [Wr]
Write some irregular common
words [Wr]
Write simple sentences which
can be read by themselves and
others. Some words are spelt
correctly and others are
phonetically plausible [Wr]
Listen to stories with increasing attention and
recall [L&A]
Join in and anticipate repeated refrains [L&A]
Listen to stories, accurately anticipating key
events and respond to what they hear with
relevant comments, questions or actions
[L&A]
Listens and responds to ideas from others in
conversation & discussion [U]
Use talk to organise, sequence and clarify
thinking [Sp]
Listen to and join in with stories [R]
Know print carries meaning [R]
Give meaning to marks they make as they
draw and write [Wr]
Use some clearly identifiable letters to
communicate meaning [Wr]
Use phonic knowledge to write words in ways
which match their spoken sounds [Wr]
Use talk to organise, sequence and clarify thinking,
ideas, feelings and events [Sp]
Link statements and stick to a main theme or
intention [Sp]
Use some clearly identifiable letters to
communicate meaning, representing some sounds
correctly and in sequence [Wr]
Write own name and other things such as labels
and captions [Wr]
Attempt to write short sentences in meaningful
contexts [Wr]
Use their phonic knowledge to write words in ways
which match their spoken sounds [Wr]
Write some irregular common words [Wr]
Write simple sentences which can be read by
themselves and others. Some words are spelt
correctly and others are phonetically plausible [Wr]
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Friday