Gold Class Literacy Plan
Autumn 2010
Speaking &
Listening
Level
1C:
Pupils
understand and respond
appropriately
to
straightforward
comments
or
instructions directed at
them.
They convey
meanings,
including
some relevant details to
a range of others
(Listening)
Level 1B:
Pupils
communicate
clearly
and in simple correct
grammatical form about
matters of interest to
individuals and groups
WEEKLY
OBJECTIVES
Wk 1: 6/09/10
Reading: To read the
letters of the alphabet in
sequence
Writing: To write simple
OBJECTIVES
Reading
Writing
Level 1 C Pupil can recognize familiar words or symbols Level 1C:
Pupils produce
in simple texts. They identify initial sounds in unfamiliar letters and words or symbols to
words. They can establish meaning when reading aloud convey meaning.
Commonly
simple sentences. They express their response to familiar used letters are correctly formed
texts by identifying aspects which they like and dislike.
but may be inconsistent in their
size and orientation.
Level 1 B Pupils can read a range of familiar words or
Pupils use
symbols and identify initial and final sounds in unfamiliar Level 1A:
words. With support, they use their knowledge of letters, phrases and simple statements to
sounds and words to establish meaning when reading aloud. convey ideas, making some
They respond to events and ideas in poems, stories and non- choices
of
appropriate
fiction. (HA)
vocabulary. Some words are
spelt
conventionally.
Pupils
make some use of full stops and
capital letters.
Letters are
clearly
formed,
correctly
orientated and sit on the line.
(HA)
ACTIVITIES
- alphabet order and letter formation (LA)
- order words according to the alphabet (MA)
- developing a list of other words beginning with letters of the
alphabet (HA)
- begin assembling simple alphabet-based sentences
EVALUATION
Selected
Text
words according to the
letters of the alphabet
Speaking/listening: To
maintain attention and
listen to the speaker in a
small group activity.
Wk 2: 13/09/10
Reading: To read HF
words (ie- he v. she, they
v. then)
Writing: To write out HF
words with emphasis on
letter formation
Speaking/listening: To
listen and then repeat HF
words
Wk 3: 20/09/10
Reading: To read familiar
words and attempt to
phonetically read
unfamiliar ones
Writing: To write more
descriptive sentences
using a range of
adjectives
Speaking/listening:
Wk 4: 27/09/10
Reading: To read simple
verbs/nouns and attempt
to phonetically read out
http://www.playkidsgames.com/alphabetGames.htm
http://www.playkidsgames.com/games/alphabetGame/default.htm
- phonics work and word sounds booklets (every second day)
- guided reading according to ability group (every second day)
- verbalize HF words using flashcards and visuals
- writing HF words (emphasis on letter formation for LA)
- write simple sentences using HF words (HA)
- put 3 word sentences in correct order according to colours (LA)
- class spelling bee to sum up work with HD words
- phonics work and word sounds booklets (every second day)
- guided reading according to ability group (every second day)
- generate a list of describing words (adjectives) as a group and
then put them up for visual reference
- generate a list of describing words (adverbs) as a group and then
put them up for visual reference
- read a story and identify the adjectives and adverbs (HA)
- colour co-ordinate simple sentences with describing words in
them (MA, LA)
- phonics work and word sounds booklets (every second day)
- guided reading according to ability group (every second day)
- introduce the term “verb” and sing the “verb rap”
- generate a list of action words as a group and then put them up
for visual reference
- mime actions for the class and have pupils guess what the action
difficult or unfamiliar
ones
Writing: To fill in the
blanks with appropriate
nouns and verbs
Speaking/listening: To
actively listen to
interactive story with
specific attention to
action words and nouns;
respond to mimed actions
of classmates
Wk 5: 4/09/10
Reading: To read
punctuated and
unpunctuated sentences
with the proper inflection
is
- introduce the term “noun” and identify the nouns in a story
- sort photographs according to person, place, or thing
http://kidsfront.com/words/action.html
http://www.songsforteaching.com/earthtone/verbrap.htm
- phonics work and word sounds booklets (every second day)
- guided reading according to ability group (every second day)
- overview of basic punctuation (full stop, comma, capital letter
etc.)
- read sentences without proper punctuation and have pupils fix
them
- write own self-narratives (ie- At the weekend, I will be…) using
proper punctuation (HA)
Writing: To write
personal narratives with
http://www.woodlandsparticular focus on firstjunior.kent.sch.uk/interactive/literacy2.htm#punctuation
person narration and tense
- phonics work and word sounds booklets (every second day)
Speaking/listening: To
- guided reading according to ability group (every second day)
share personal narratives
orally
Wk 6: 11/09/10
- show “The Amazing World of Dictionaries” powerpoint slide
Reading: To predict
- predict the meaning of unfamiliar words based on context
meaning based on
- look up selected words in children’s dictionaries and generate a
context; to scan and read
class list of unfamiliar terms
definitions found in
dictionaries
- phonics work and word sounds booklets (every second day)
- guided reading according to ability group (every second day)
Writing: To compile a list
of difficult definitions
Speaking/listening: To
pronounce phonetically
difficult dictionary words