SUBJECT: Guided Reading – Taking the Plunge + Lost!
Key Skills
Learning
Objectives
Comprehension
To be able to read
independently/with
minimal support.
Independent
writing/overwriting
To use Makaton
alphabet in
context.
Speaking
To identity story
themes.
Reading
Confidence
through reading
and speaking
(discussion,
asking/answering
questions, sharing
ideas)
Wk 1 – 19/04/10
Pupils to visit school library and listen to a story read by the
teacher and choose a book to read quietly/to a member of staff.
- Group 1: Teacher to introduce Section 1: ‘What’s the matter,
Joe?’ Pupils to read words supported by pictures.
Key words – matching pictures to words.
- Group 2&3: Teacher to introduce a play by John Townsend
‘Taking the Plunge’. Reading and acting out.
Key words – dictionary work.
Wk 2 – 26/04/10
Listening
Vocabulary
Teaching Activities and Focused Tasks
To answer
questions about the
text using spoken
work, written word
and/or pictures.
To sequence story
of events using
words/pictures.
To identify the
main and recurring
characters.
To evaluate the
characters’
behaviour and
begin to justify
views.
To begin to use
adjectives.
To explore
describing words.
What do we remember from the story? In circle time, pupils to
read independently and/or with the help of teacher/assistants.
Group 1 – key words – matching symbols to pictures.
Group 2 – dictionary work.
- Independent reading/acting out of the play.
Wk 3 – 3/05/10
Group 1: Teacher to introduce Section 2 – ‘Where Do All the
Lost Gloves Go?’. Pupils to read supported by pictures.
Group 2&3: Continuation of reading of the play. What is the
story about? What do you think is going to happen next? Pupils
to try to act out parts of the play.
Wk 4 – 10/05/10
What do we remember from the story? In circle time, pupils to
read independently and/or with the help of teacher/assistants.
Group 1 – key words – writing/copying and matching.
Group 2 &3 – thesaurus dictionary.
- Independent reading/acting out of the play.
Wk 5 – 17/05/10
Group 1: Teacher to introduce Section 3: ‘My Family’. Pupils to
read words supported by pictures.
Group 2&3 – continuation of reading/acting out the play. What
is the story about? What do you think is going to happen next?
Pupils to try to act out parts of the play.
Wk 6 – 24/05/10
Dictionary work. Differentiated worksheets. Higher group to
work independently with dictionaries, lower group to work on
Term 5&6
Evaluation
2010 Year 10C
Cross Curricular
1. good
Numeracy
session, nice
group work,
Matching and
all involved
sequencing
2. groups 2&3 activities
very sensible,
more work
with group 1
needed
3. very good,
repetition
required of
key words
ICT
Levels 1 - 4
Level 1.2 - They use
ICT to work with text,
images and sound to
help them share their
ideas.
Level 2.2 - They use ICT
to help them generate,
amend, and record their
work and share their ideas
in different forms,
including text, tables,
images and sound.
Level 3.3 - They use
sequences for instructions
to control devices and
achieve specific
outcomes.
Level 4.2 - use ICT to
generate, develop,
organise and present
work; to share and
exchange ideas with
others.
Work Related Learning
Ability to follow instructions.
To work cooperatively with peers.
Homework
Each pupil will borrow one book per
week from the library to be read at
home with/without adult’s support.
the alphabet and reading high frequency words.
Wk 7 – 7/06/10
Group 1: Teacher to reintroduce Section 1: ‘What’s the Mater,
Joe?’. Pupils to read supported by pictures.
Group 2&3: Continuation of reading of the play. What is the
story about? What do you think is going to happen next? Pupils
to try to act out parts of the play.
Group 1 – key words - matching words to pictures/symbols.
Handwriting.
Group 2&3 – writing sentences with key words.
- Independent reading/acting out of the play.
Wk 8 – 14/06/10
What do we remember from the story? In circle time, pupils to
read independently and/or with the help of teacher/assistants.
Group 1 – key words – matching symbols to pictures.
Group 2 – dictionary work.
- Independent reading/acting out of the play.
Wk 9 – 21/06/10
Group 1: Teacher to reintroduce Section 2: ‘Where Do All the
Lost Gloves Go?’. Pupils to read supported by pictures.
Group 2&3: Continuation of reading of the play. What is the
story about? What do you think is going to happen next? Pupils
to try to act out parts of the play.
Group 1 – key words - matching words to pictures/symbols.
Handwriting.
Group 2&3 – writing sentences with key words.
- Independent reading/acting out of the play.
Wk 10 – 28/06/10
What do we remember from the story? In circle time, pupils to
read independently and/or with the help of teacher/assistants.
Group 1 – key words – matching symbols to pictures.
Group 2&3 – dictionary work.
- Independent reading/acting out of the play.
Wk 11 – 5/07/10
Group 1: Teacher to reintroduce Section 3: ‘My Family’. Pupils
to read supported by pictures.
Group 2&3: Continuation of reading of the play. What is the
story about? What do you think is going to happen next? Pupils
to try to act out parts of the play.
Group 1 – key words - matching words to pictures/symbols.
Keywords
Group 1:
Dog, cat, ball, glove, rabbit, fly, frog,
hedgehog, monster, egg.
Groups 2&3:
Plumber, slumped, plunger,
woodworm, beastly, attic, crime,
flooded, floorboards, career.
Handwriting.
Group 2&3 – writing sentences with key words.
- Independent reading/acting out of the play.
Wk 12 – 12/07/10
What do we remember from the story? In circle time, pupils to
read independently and/or with the help of teacher/assistants.
Group 1 – key words – matching symbols to pictures.
Group 2&3 – dictionary work.
- Independent reading/acting out of the play.
Wk 13 – 19/07/10
In circle time, pupils to read independently and/or with the help
of teacher/assistants.
Group 1 – key words – matching symbols to pictures.
Group 2&3 – dictionary work.
- Independent reading/acting out of the play.
Unit outline
Group 1 are working on the Pelican pack ‘Lost!’ Groups 2&3 are working on ‘Taking the Plunge’.
The units will help pupils to develop their skills in reading of words, symbols, sentence and
paragraphs. They will demonstrate their reading ability to the class and the teacher, and will apply
their skills in speaking, drawing, writing, and other forms of communication.
By verbal assessment.
Assessment Criteria
Prior Knowledge
Children should be able to listen to a story and recall
some of the main events.
By physical response.
Teacher observation.
Marking work with pupil; marking each other’s work.
Oral presentations.
Digital cameras.
By outcome in line with school assessment policy.
Language
Pupils will communicate using words, signs or
symbols.
Pupils will use relevant technical terms whenever
possible.
Pupils will use maps, pictures and 3D sources
Attitudes and Values
Pupils will learn working in groups, pairs or on 1:1
basis.
Pupils will show respect for each other and each
other’s work.
Pupils’ work and efforts are to be discussed, shared,
evaluated and assessed in a positive manner.
Health and Safety
All adults in the room must be aware of and act in
accordance with school policies on health and safety and
child protection.
Evaluation and Assessment
1C: Pupils can recognise familiar words or symbols in simple texts. They identify initial sounds in unfamiliar words. They can establish meaning when
reading aloud simple sentences. They express their response to familiar texts by identifying aspects which they like and dislike.
2B: Pupil’s reading of simple unfamiliar texts is almost entirely accurate and well paced, taking some account of punctuation. When reading unfamiliar
words or symbols they combine a range of strategies (phonic, graphic, grammatical and contextual) to establish meaning. They show understanding of texts
by commenting on features such as plot, setting, characters and how information is presented.
3: Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction
and non-fiction they show understanding or the main points and express preferences. They use their knowledge of the alphabet to locate books and find
information.
4: In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction.
They refer to the text when explaining their views. They locate and use ideas and information.