LITERACY WEEKLY PLAN
Week 4
Text: A range of
Whole Class
.Traditiona1 stories: The Gingerbread
Man & Little Red Riding Hood, also
using Suddenly, story with
familiar/patterned lang.
Target: To ,re-tell a story, oral &
(shared reading and writing). On-going: make a list
of Traditional/Fairy story characters & display
them. .
Continue to model & practice h/w, & build in time
for extra practice outside the Literacy Hr.
S &L objectives: speaking for different audiences.
written using a story map/plan: .
Whole Class Word
Work: (phonics,
spelling, grammar,
vocabulary).
LO: W3: consonant
clusters.
Guided Group Tasks:
(reading and writing). For
Guided Reading see
yellow folder
Continue to tape stories
from story maps.
Independent Group Tasks:
Clearly state work target each
group is to achieve.
All groups to work on
independence for learning
strategies
ICT Component
Plenary
Programs chil'n can
use Word" Starspell
& Clicker.
Chil'n to continue using
Pizza Hut role play area.
Monday
Objectives: T4 to re-tell stories
Tl6: to, use some of the elements of
known stories to structure own
writing. S1: to expect Written
text to make sense.
S5: to continue demarcating
sentences
Tuesday
Objectives
Represent outlines of story plots
.
Talk for writing: Ask a child to re-tell , 'The
Gingerbread Man' using story map. Shared\writing:
Refer to story plan & model writing the, beginning
of the story Chil’n to work with a talk partner to
think of sentences & use' whiteboards to practice
writing them. Count sentence, put ticks etc.
Refer to DEW framework.
PIPs Step 5: LO 4, to
blend to read words
containing consonant
clusters.
Adapt Cube Game, p
30, game) & use
whiteboards.
Set target,fime for
making sl' cl' bl' fl
words.
S & T groups: independently write the beginning of the story.
H group: to write the end of the story.
P group: to write the middle of the story.
Children to produce individual outcomes. Focus on making the
writing more interesting.
C group: most able chil'n in grp to write 4 sentences for beginning.
Least able chil'n to match words to colour coded sentence strips,
stick in bks. (The Old Lady made a Gingerbread Man. The
Gingerbread Man ran away.) Complete with picture of
Gingerbread Man.
Choose chi!d'n to read
the beg, middle & end
of the story. Do the
parts fit together well,
has appropriate story
lang been used?
Share reading 'Little Red Riding Hood:,
Talk about events at the beginning the middle & at
the end of the story, scribe brief notes on a simple
plan. Discuss drawing a story map - change an
event, or, add a new character. Refer to list of
characters etc.
(What exciting journey does LRRH go on!)
Identify Consonant
clusters in text.
PIPs Step 5: LO 3 as
above. Play Full Circle
Game, game 1
Chil'n to draw their. own story maps for Little Red Riding Hood.
.
H group: Discuss ways of changing the story. Allow time during the
day for chil'n to complete their maps!
Look for key
features in the story
lang & practice
reading t4em.
Discuss .the lang in
the other stories
read.
Wednesday
Objectives: as for Monday
Thursday
Objectives:
T8: To identify & discuss characters.
T15: To build simple profiles of
characters.
Friday
Objectives: T6: To identify &
discuss a range of
story themes ........ T4 to re-tell
stories.
.
Talk for writing: Ask a child to re-tell 'Little Red
Riding Hood' using story map. Encourage child to
make the story 'their own'. " Shared writing.
Teacher Demonstration: Refer to the 'beg' section
of the story plan. & model writing it. Children to
work with a talk partner to think of next sentence.
Chil'n to use whiteboards to practice writing the
final sentence, discuss & complete beg;
PIPs Step 5: LO 3, to
segment to spell words
containing' consonant
clusters iu initial
position. Play
Quickwrite & Phoneme
fingers.
Brush, cross, dress,
black, flag, glad, clock,
frog, green.
Talk for writing: Discuss the role & character of the
wolf in the 4 stories read, use pictures from the bks
etc. Have ready a set of questions & a wolf mask,
ask it child to be the wolf & put him/her into the
"Hot Seat'. Chil'n to think of words to describe the
Wolf, make a list.
PIPs Step 5: LO
1&4, hear phonemes
& blend them. Play
Bingo, game 1.
Share reading Suddenly.
Discuss storyline, characters, problem, 'bad'
character etc
PIPs Step 5: LO 4, to
blend to: read words
containing consonant
clusters. . Adapt Cube
Game, p 30, game 2 &
use whiteboards.
The 3 least able chil'n from the C group using Clicker to create a
word bank to write story sentences.
Chil'n to write the beg of the story,. Work in books.
Pupil Target: I can write a story using sentence
All chil'n to make the' own simple Wolf stick puppet.
Ask 2 or3 children to
read their story
Least able group
create a word bank
using ‘Clicker’
t\
openings. Ask other
chil' n to read out a
really exciting /
interesting word or
sentence, record &
display.
_
Continue with
puppets
Draw, colour, cut out, attach to dowling.
Resources: pictures of Wolf from the Big Bks, paper, card, crayons,
felt tips, dowling, sellotape, scissors.
Sustained writing session: Chil'n to use their own story maps of Red
Riding Hood to write story.
H, P, S, T groups, chil'n to copy & complete 4 'sentences using
consonant clusters,
'
Spelling test: see half term plan Wk 3.
Chil'n will do activities related to spellings, work on initial
sounds, segmenting & blending, onset & rime, flash cards
etc.
Ask child to retell
‘gingerbread Man ‘
story from story map