Literacy Weekly Plan
Term: Spring 1
CURRENT IEP TARGETS
NAME:
TARGET:
To write my name independently
Emrha
To be able to write all of the letters in the alphabet in
Saberi
lower case
To put my hand up when I want to speak or use my talking
card
To use a verb label to describe an action that an adult has
shown e.g. ‘push’ ‘pull’ ‘smell’.
Week:4
Ennis Class
WB:26.1.15
SUCCESS CRITERIA:
Look at the letters in my name and be able to write them
Write the letters of the alphabet using a prompt card if necessary
Remember to use my card when I want to speak
Learn the verbs by going through them. Practice labelling verbs.
CLASS SUPPORT PROVISION
NAME:
SUPPORT IN PLACE:
TARGETS:
Red, Orange,
Yellow tables
Reading daily (TA/Miss Ting)
Additional support for pink readers.
Tia, Massie,
Sana, Hoseein
Sahera,
Rakhee.
Reece, Hamna,
Madiha, JamieLee
Lakai, Igor,
Marlee, Rhea
Reading and writing intervention during assembly. Ditty
books (Miss Ting)
Support to segment and blend independently.
Writing intervention during assembly. Ditty books (Miss
Ting)
Support to sound out words using Fred Fingers.
Read write inc. x5
Additional phonics support.
Red Read (LA) Write
Rhea
Marlee
Renata
Fahad
Aswika
Yuwei
Asma
Orange Read (LA)Write
Emrha
Massie
Tia
Hossein
Rakhee
Bhathanaa (MA)
Yellow Read (LA) Write
Lakai
Sahera
Igor
Sana
Green Read (MA)Write
Jamie-Lee
Reece
Kyle
Madiha
Marwa
Hamna
Blue Read (HA) Write
Jack
Obaida
Sabrina
Hala
Matthew
Solafa
SMSC Strands Covered:
SP7 Encourage pupils to reflect and learn from reflection (talk partners, plenaries, response to marking)
SP9 Experience opportunities for imagination and creativity.
MO4 Rewarding moral insight and good behaviour (through use of reward rocket).
SO8 Developing the inter-personal skills necessary for successful relationships (talk partners, mixed ability pairs).
SO10 Developing individual self-evaluation (checking work against success criteria).
CU4 Ability to use language and images/icons in music, art, literature etc. (use of videos to encourage use of language.
Day
Monday
26th
FA: To write a
letter.
AF2
Some basic purpose
established, particular form
or awareness of reader
AF3
Organise and present whole
text effectively sequencing
and structuring information,
ideas and events.
AF5
Vary sentences for clarity,
purpose and effect
AF7
Select appropriate and
effective vocabulary
AF 8
Correct spelling of HF
function words
Phonetically plausible
attempts at words with
diagraphs and double
letters
Learning Intention
- To write a letter.
Success Criteria
-I can use the features
of a letter.
-I can set out a letter
correctly.
Key questions:
What is a letter?
What are the
features of a letter?
Blue table (HA) I can
organise and write a
letter using
connectives and
interesting
adjectives.
Green table (MA) I can
organise and write a
letter. I can spell
tricky words
correctly. I can use
interesting
adjectives.
Red, orange,
yellow(LA) I can
speak a sentence.
I can use my sounds
to write a short
sentence. I can write
a letter with
support.
Whole-Class/ Independent Work
Introduction:
GRAMMAR HAMMER: Capital letters and full stops.
‘punctuation pests’ – sentences without punctuation blutacked around the room. Children to find a sentence. Then
to go back to table and use the photo to write the sentence
with the correct punctuation. Can have the sentences at
the front once chn have found them.
Talk Partners: What are the main features of a letter?
Recap on letter features on the IWB. Reinforce the main
features.
Ask key questions:
What is a letter? What are the features of a letter?
Main activity: Watch:
http://www.literacyshed.com/the-great-animationsshed.html Top video about dreams.
Teacher models writing a letter using cursive handwriting.
Recapping on use of capitals and full stops. Remind children
of use of capitals for start of sentences – names of people,
place animals or things
Follow up
Children to write a letter to a member of their family
about a dream they have had. They can write about the
dream from the video or their own dream.
TA working with Red (response to marking first). TA to
work with Red to write a letter. Encourage neat
handwriting. Prompt pupils to use sound cards to sound
out their words. Ensure chn write the address and date
on the correct side and leave a space. Remind chn about
past tense and personal pronoun ‘I’.
Use of ICT: http://www.literacyshed.com/the-great-animations-shed.html and IWB
Renata, Yuwei, Aswika and Asma to EAL support group. Edlira to work 1:1 with Emrha.
Differentiation
and extension
Plenary
ALL CHN TO USE
PAST TENSE,
PERSONAL
PRONOUN ‘I’ and
SAY SENTENCE
OUT LOUD
BEFORE WRITING.
Check through
today’s SC. Have you
achieved the
objectives?
LA: To write a letter
with at least 3
sentences using picture
prompts. (T to work
with Red/yellow
tables). Edlira to
work with Emrha and
Orange table/Green
table if TA available.
MA: To write a
letter with at least 5
sentences using some
picture prompts. Use
adjectives and ‘and or
but’.
(TA to work with
Green table)
HA: To write a letter
with at least 6
sentences. Use
adjectives and
connectives including
and, but, so, because.
(Blue to work
independently)
EAL/SEN:
Emrha to practise
writing his name and
then sounding out
simple words with
Edlira.
Choose one child to
read their letter
aloud to the class.
(Grammar hammer)
TA to work with
blue table response
to marking.
Children to share
what they have done
in today’s lesson.
What are the key
features of a
letter?
Day
Learning Intention
Tuesday
27th
FA: To follow
instructions and give
instructions verbally.
AF2
Some basic purpose
established, particular form
or awareness of reader
AF3
Organise and present whole
text effectively sequencing
and structuring information,
ideas and events.
AF5
Vary sentences for clarity,
purpose and effect
AF7
Select appropriate and
effective vocabulary
AF 8
Correct spelling of HF
function words
-To follow spoken
instructions and to
give instructions
verbally.
Display a set of
instructions on the
working wall and on
tables. Go through the
layout/features with
the pupils
Ensure pupils
understand the
purpose of the
learning.
Success Criteria
-I can listen to and follow
instructions carefully.
Whole-Class/ Independent Work
Introduction:
-I know that an imperative
verb is a bossy verb which tells
someone what to do.
Talk Partners: What is an instruction? Why are
they useful or important?
Get children to stand up and follow your
instructions on the IWB (dance routine).
Teacher gives an example of a written
instructions
The class teacher identifies key features
imperative/bossy verbs and why we use time
words. Introduce adverbs – these tell us how to
do things e.g. quickly, slowly, carefully.
Children could use talk partners to think of their
own examples.
Key questions:
Ask key questions:
-I can think of my own
instructions and tell a
partner/tell them an
instruction from a game.
-I know that a verb is a
doing/action word and that all
instructions contain a verb.
What is an instruction?
What is a bossy verb?
What time words can we
use? Why do we use time
words? What is an adverb?
Blue and Green tables As
above.
Red, orange, yellow As
above.
Phonetically plausible
attempts at words with
diagraphs and double
letters
What is an instruction? What is a bossy verb?
What time words can we use? Why do we use
time words.
Main activity:
Children to work in partners. Children will give
each other instructions for simple actions e.g.
how to put your coat on, how to put on/take off
your shoes, how to brush your teeth. Partners
can follow instructions for objects in the
classroom, or evaluate their partners instructions
if it is about something which they cannot do in
class.
Then chn to play Bossy Bats Imperative Verbs
game.
TA working with Green (response to marking
first). TA to work with Orange to come up
with instructions using bossy verbs. Support
children with reading in game.
Use of ICT:
IWB to introduce instructions.
Renata, Asma, Yuwei and Aswika to EAL support group. Edlira to work 1:1 with Emrha.
Differentiation and
extension
Mixed ability partners.
Children to give each other
instructions to follow. Then
to play Bossy Bats
Imerative Verbs game.
EAL/SEN:
Emrha to practise writing
his name and then sounding
out simple words with
Edlira.
Plenary
Check through
today’s SC. Have you
achieved the
objectives?
Provide pupils with
a selection of
words. Can you
identify
imperative(bossy)
verbs?
Now write it on a
post it. Extend
with identifying
adverbs?
These can go on a
working wall to
refer to and recap
prior learning. It is
also evidence of
work in progress
and an interactive
display.
TA to work with
Red table response
to marking.
Children to share
what they have done
in today’s lesson.
Can you give me a
bossy verb?
Day
Learning Intention
Wednesday
28th
FA: To put
instructions in order.
AF2
Some basic purpose
established, particular form
or awareness of reader
AF3
Events / ideas in
appropriate order.
AF4
Identify and comment
on the structure and
organisation of texts,
including grammatical and
presentational features at
text level
Success Criteria
-To put instructions in
order.
-I can read jumbled
instructions and put
them in the correct
order.
-To identify verbs
and/or adverbs.
-I can circle the verbs.
Display a set of
instructions on the
working wall (SC
identified) and on
tables. Go through the
layout/features with
the pupils
Ensure pupils
understand the
purpose of the
learning.
-I can tick the
adverbs.
Key questions:
What is an
instruction? What is
a bossy verb? What
time words can we
use? Why do we use
time words? What is
an adverb?
Blue and Green tables
I can order
instructions and
circle verbs/tick
adverbs.
Red, orange, yellow
I can order
instructions and
identify
verbs/adverbs.
Use of ICT:
Whole-Class/ Independent Work
Introduction:
Put up jumbled instructions for how to make
a bowl of cereal on the IWB. Talk partners:
Can you put the instructions into the
correct order and say it to your partner?
Talk partners: What is a verb?
Ask if anyone remembers what an adverb is.
Explain that it describes how to do the
action e.g. quickly, slowly etc.
Teacher to model how to write instructions
using SC and thinking process out loud. Show
chn how to check against SC.
TA working with Orange (response to
marking first). TA to work with Orange
to order some instructions together and
go through bossy verbs, adverbs and time
words.
Ask key questions:
What is an instruction? What is a bossy
verb? What time words can we use? Why do
we use time words? What is an adverb?
Main activity:
Children to have differentiated sheets of
jumbled instructions.
IWB to recap instructions and order instructions as a class.
Renata, Asma, Yuwei and Aswika to EAL support group. Edlira to work 1:1 with Emrha.
Differentiation and extension
Plenary
To put instructions in the correct order
by cutting out the sentences and
sticking into their books (LA). MA/HA
to copy out the sentences in the
correct order focusing on handwriting.
To identify verbs and/or adverbs.
Check through
today’s SC. Have you
achieved the
objectives?
LA:
To put instructions in the correct
order by cutting out the sentences and
sticking into their books. To identify
verbs and/or adverbs. EXT: To circle
verbs. (T to work with orange and
yellow tables and Emrha). Edlira to
work with red table
MA: A slightly more difficult set of
instructions. Chn to circle the verbs after
putting the instructions in order. EXT:
Tick the adverbs.
(Green table to work independently.)
HA: A more difficult set of instructions.
Chn to circle the verbs and tick the
adverbs after putting the instructions in
order.
(TA to work with Blue table.)
EAL/SEN:
Emrha to practise writing his name and
then sounding out simple words with
Edlira.
TA to work with
Red table response
to marking.
Children to share
what they have done
in today’s lesson.
What are the key
features of
instructions?
Day
Thursday
29th
FA: To write
instructions.
Learning Intention
To write instructions.
AF1
Basic information and ideas
conveyed through
appropriate word choice.
Some descriptive language
used.
AF2
Some basic purpose
established, particular form
or awareness of reader
AF3
Organise and present whole
text effectively sequencing
and structuring information,
ideas and events.
AF5
Vary sentences for clarity,
purpose and effect
AF7
Select appropriate and
effective vocabulary
AF 8
Correct spelling of HF
function words
Phonetically plausible
attempts at words with
diagraphs and double
letters
Success Criteria
-I can write
instructions for how to
make a glass of squash.
Provide pupils with a list
of steps to achieve the
learning intention.
Remind them to refer
to these during mini
plenaries
Key questions:
What is an instruction?
What is a bossy verb?
What time words can
we use? Why do we use
time words? What is an
adverb?
Blue table I can write
instructions
independently.
Green table I can write
instructions with
picture prompts.
Red, orange, yellow I
can write instructions
with support.
Whole-Class/ Independent Work
Introduction:
Explain what squash is if the chn don’t
already know.
Talk partners: What instructions would
you give to your partner if you were
going to tell them how to make a glass of
squash?
Model to the children how to make a
glass of squash at the front of the class
using the correct equipment. Then class
teacher model how to write making a
glass of squash, using SC on board and
thinking process. Checking for finger
spaces, grammar and punctuation.
TA working with Yellow (response to
marking first). TA to work with Yellow to
write diary entry. Encourage neat
handwriting. Prompt pupils to use sound
cards to sound out their words. Ensure chn
write the date on the correct side and
leave a space. Remind chn about past
tense.
Ask key questions: What is an
instruction? What is a bossy verb? What
time words can we use? Why do we use
time words? What is an adverb?
On mini white boards chn to write the
first instruction underlining the time
word and bossy verb.Teacher identifies
some good examples.
Main activity:
Chn to write instructions for how to make a
glass of squash on differentiated sheets.
Use of ICT: IWB instruction writing to recap.
Renata, Asma, Yuwei and Aswika to EAL support group. Edlira to work 1:1 with Emrha.
Differentiation and
extension
To write instructions.
LA: To write instructions for how
to make a glass of squash with
picture prompts and the
instructions in a word bank. (T to
work with Red table). Edlira to
work with Emrha and Orange table
if TA available.
MA: To write instructions for how
to make a glass of squash with
picture prompts to help.
(TA to work with Green table.)
HA: To write instructions and draw
pictures for how to make a glass of
squash independently.
(Blue table to work
independently.)
EAL/SEN: Pictures word bank and
teacher support.
Emrha to practise writing his name
and then sounding out simple
words with Edlira.
Plenary
Check through
today’s SC. Have you
achieved the
objectives?
Provide SC in child
speak
TA to work with
green table
response to
marking.
Children to share
what they have
done in today’s
lesson. What are
the key features
of instructions?
Day
Learning
Intention
Success Criteria
Whole-Class/ Independent Work
Grammar Hammer Stage 1 Test 1 as a
class. Then chn to take stage 1 or stage
0 test.
Friday
30th
Differentiation and
extension
EAL/SEN:
Emrha to practise writing his
name and then sounding out
simple words with Edlira.
Chn to do an activity from new grammar
books if time.
TA to support Red/Orange table to go
through grammar hammer test in a small
group.
Use of ICT:
IWB to show Grammar hammer test.
Renata, Yuwei and Aswika to EAL support group. Edlira to work 1:1 with Emrha.
Children not achieving the objective:
Children exceeding the objective:
Children absent:
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Notes for next week
Plenary