Y1: Spring Fiction Plan 3A: Stories with repeating patterns Main texts: Bringing the Rain to Kapiti Plain/ Handa’s Hen/ We All Went on Safari
Comprehe
nsion
Spoken Lang
Whole class teaching
Wk 1
Monday
Tuesday
Wednesday
Thursday
Show chn front cover of Bringing the Rain Show chn flow chart
Show chn the flow chart with
Show chn Handa’s Hen, by
to Kapiti Plain, by Verna Aardema. Ask the produced yes’day. Ask chn to
nouns in the right order, and
Eileen Browne. Read the
chn where they think story is set;
pick out the objects in the
descriptive phrases next to each
story. Invite chn to share the
encourage reasons for ideas, e.g. animals, flow chart, e.g. the cloud,
noun (as used in the story) that
things they recognise about
style of drawing. Read page one to chn,
cows, grass, eagle, feather,
you made yesterday. Point out
the story, focusing their
inviting them to notice the rhyming
bow, etc. When all of the
that the nouns are printed in red, responses, e.g. some animals
patterns. Say that the rhymes will be
nouns have been named, ask
so that they stand out. Read the
are different to those in UK, it
repeated as the story grows. From page 6
chn to put them in order of
nouns with the chn. Ask chn to
is set in Africa, it has the
onwards, encourage chn to say the
appearance in the story (use
close their eyes, place a Post it™
character Handa in it, there
rhymes in the rhyming couplets. Read
the flow chart to support you
note over one of the nouns
are describing words for the
until end of book. Use a long piece of
once again).
(words in red) and invite chn to
animals, there is counting
sugar paper and display on board or in
Ask chn if they can recall the
tell you what naming word it is
from 1 to 10. Focus on how
centre of circle for chn to see. With chn’s
phrases used to describe each covering. Can chn spell the word? the author used adjectives for
help /suggestions, create a simple flow
noun. Use the prepared
Remove Post it™ note to check.
each animal in the story.
chart retelling story: place big, black
phrases (see resources) and
Repeat several times. Using the
Photo-enlarge end pages to
cloud, all heavy with rain, at the top and
read them to chn, inviting
flow chart, ask chn to describe
A3, in colour if possible. Just
little Ki-pat at the bottom. Encourage chn
them to match each phrase to each of the nouns, e.g. big, black
using the images, ask chn to
to suggest/draw pictures to start re-telling a picture on the carpet, e.g.
= cloud. Taking a highlighter,
generate describing words for
the story; note descriptions, e.g. grass all
all hungry and dry = cows,
highlight the adjectives used by
each animal, with the teacher
brown and dead; cows, all hungry and dry. brown and dead = grass,
the author, as these are
scribing the words they
Ask prompting questions – What
stood on one leg like the big
describing the objects.
suggest in the spaces around
happened next? What could we draw to
stork bird = Ki-pat. Keep for
Comprehension 3
each animal.
represent that part? Do not complete it.
tomorrow’s session.
Transcription 1
Composition 1/Transcription 2
Spoken Language 1/Comprehension 1
Comprehension 2
Objectives
Dimension
Listen and respond appropriately to adults/peers 1. Monday: Group discussion
Use relevant strategies to build their vocabulary
Put chn in mixed ability groups of 3 chn. Give each group pictures of the key nouns used in the
Give well-structured descriptions for different
story (see resources). Chn discuss the order they will place the objects in to retell the whole
purposes
story, using the flow chart for support as required. Explain that chn will use their pictures to
Maintain attention and participate actively in
prepare an oral retelling of the story. Encourage them to use the descriptive phrases if they
collaborative conversations.
can recall them, but the focus is on retelling the events that lead to it raining! Explain to chn
that they are working in groups so that everyone can help in getting the sequence of the story
Understand by f. discussing word meanings
correct. They need to listen as well as talk!
Understand the books they can already read
Plenary: Place the flow chart on the board, with chn sitting together on the carpet, so they can
accurately by: c. discussing events in the book
see it. Invite different groups in turn to retell diff parts of the story in sequence. Can they use
e. predicting what might happen on the basis of
the descriptive phrases?
what has been read so far
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Friday
Read chn Handa’s Hen once again,
highlighting the number words to
show that this is a counting story.
Spread number words (see
resources) in the centre of the
circle reading each word out, or
inviting chn to read each word. Play
a game with the number words.
Ask chn to close their eyes while
you turn over a number. They
guess which number word you
have hidden. They show you using
their fingers (4 fingers for four).
Chn sound out or spell the word?
Using animal pictures from plan
resource place each animal next to
its matching number word on the
carpet. Choose one animal; write a
sentence without a full stop or a
capital letter, e.g. ‘we can see one
hen’. Ask chn what is wrong with
your sentence. Correct it. Repeat.
Grammar 1
Resources
Flow chart prepared in the initial
input
Pictures of the nouns used in the
story (see resources)
Long strips of paper on which chn
order and stick pictures in
sequence
Y1 Spr F Plan 3A
Composition
Grammar
Word Reading
Transcription
Y1: Spring Fiction Plan 3A: Stories with repeating patterns Main texts: Bringing the Rain to Kapiti Plain/ Handa’s Hen/ We All Went on Safari
Develop pleasure in reading
2. Tuesday: Retelling the story
Chn return to their mixed ability groups, with their flow chart prepared in
and motivation to read by:
yesterday’s lesson. Using resource, groups cut out each phrase and match it to the right object on the flow chart,
c. becoming very familiar with e.g. big, black cloud, all heavy with rain; cow, all hungry and dry; grass, all brown and dead...
key stories, fairy stories and
Plenary: Teacher uses small world toys and an African play mat to set out the story. Hide all the objects in a bag;
traditional tales
i.e. man, eagle, cows, feather, bow, grey painted cotton wool for the cloud. As the teacher pulls them out of the
e. learning by heart and
bag the chn use the appropriate descriptive phrase, e.g. grass = brown and dead, cows = hungry and dry, Ki-pat =
reciting rhymes and poems
who stood on one leg like a big stork bird. Chn help teacher to match objects to phrases.
Understand the books they can already read
3. Wednesday: Put chn in ability related groups and give out copies of Bringing the rain to
accurately and fluently by:
Kapiti Plain (medium to good readers) and Boris and Sid go on a tram (less good readers). Ask
a. drawing on what they already know or on
chn reading Boris and Sid to count the vehicles they spot. You can also use other counting
background information and vocabulary provided books. Re-visit strategies for reading (see Word Reading). Each group to make a list of
by the teacher
interesting words they find. Some chn read with adult who leads the story and chn join in with
c. discussing events in the book
smaller sections to keep up pace.
e. predicting what might happen on the basis of
Plenary: Ask chn who read Boris and Sid go on a tram, how many vehicles Boris and Sid saw?
what has been read so far
Skim through using text on the IWB. Agree that it was 8. Create a ‘wow’ word bank (see
session resources) of all of the interesting words the chn have found while reading their books.
Pupils should be taught to:
1. Wednesday: Group reading
Apply phonic knowledge to read words
Before chn start to read the text, remind each group to recap the different strategies they
Respond quickly with correct sound to grapheme might need to use if they come across a word that is unfamiliar to them. Re-visit strategies
Read accurately by blending sounds
and refer to or create a class list, e.g. use pictures, sounding out and blending, grammar clues,
Re-read books to build up their fluency and
chunking, etc. Encourage fluent and expressive reading to engage the rest of the group.
confidence in word reading
Plenary: See Comprehension 3.
Handwriting
2. Thursday: Writing describing words See Composition 1.
Pupils should be taught to: begin to form lower-case letters in the
correct direction, starting & finishing in right place /form capital letters
Pupils should be taught to:
understand how spoken lang
can be represented in writing
by a. leaving spaces between
words c. beginning to
punctuate sentences using a
capital letter and a full stop,
question or exclamation mark
Pupils should be taught to:
write sentences by:
a. saying out loud what they are
going to write about
d. re-reading what they have
written to check it makes sense
Flow charts from yesterday, see
resource (descriptive phrases) Small
World toys of the objects used in
the story, e.g. cows, big man, small
man, feather, bow, cotton wool
cloud, plastic (or real) grass, etc.
(see list in resources)
Multiple copies of Bringing the
Rain to Kapiti Plain
Copies of Boris and Sid go on a tram
(Hamilton Group Reader – see
below plan) Also counting books
you have in the classroom
Large piece of sugar paper to
record ‘wow’ words
See Comprehension 3
See Composition 1
1. Friday: Punctuation: capital letters and full stops
Hard Group: Teacher to support chn’s composition of a sentence by dictating the start I can see (see resources). The chn insert a number
word from the word bank and ensure a full stop is present in the sentence. Emphasise the use of a capital I in the sentence (as it replaces
the child’s name, which also begins with capital letters).
Medium group: Provide chn with the start of each sentence, but have to change the i at the start into a capital, then insert the number
word and also a full stop. Easy group: Chn should finish the number word, from the initial letter and insert a full stop.
Plenary: Write ‘i can see thirty children’ on the board and read it together, pointing at each word as you say it. What is wrong with my
sentence? Add a full stop and make the i into a capital.
1. Thursday: Writing describing words
Easy Group: Teacher uses the word bank prepared in the whole class input with this group, who write the initial letter of the adjective
they have chosen for each animal in the space (see resources).
Medium group: Chn use the word bank given in resources to complete the sentence.
Hard group: Chn complete the missing word in the sentence, but do not have access to a word bank for support.
Plenary: Chn find partners and then read their sentence to that person. The partner then finds the describing word in each sentence.
Chn feed back to the whole group.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
I can
see… (see
resources)
Word bank
created in
the input
(see
resources)
Y1 Spr F Plan 3A
Y1: Spring Fiction Plan 3A: Stories with repeating patterns Main texts: Bringing the Rain to Kapiti Plain/ Handa’s Hen/ We All Went on Safari
Tuesday
Wednesday
Thursday
Friday
Remind chn that they are each
writing a counting book this week.
They will use their animals +
speech verbs, e.g. roaring lion,
trumpeting elephant. Show three
animal pictures. Invite chn to work
in pairs to choose one of those
shown. They think of as many
words as possible that describe it,
e.g. elephant = grey, old, wrinkly,
slow. Ask chn to share their
describing words with you. Pick a
describing word you like and write
it behind the speech verb, e.g.
whiskery, roaring lion; stripy,
neighing zebra. Explain that today
we will write a descriptive word for
each animal in our counting books.
Remind chn that their writing
needs to be very neat and legible!
Word Reading/Transcription 4
Comprehension 4
Return to number words used in week
1 (see resources). Give mixed ability
pairs of chn a mini-whiteboard to use,
pen and rubber. Read each number
word; ask chn to write it on their
boards. Show teacher, allow chn to
check spelling. Do this in a random
order, making sure you write all
numbers to five and some beyond.
Return to chn’s sentences for their
counting books. Model how we add a
number word to each sentence: one
whiskery roaring lion, two fat buzzing
fruit-fly, three tiny squeaking mouse.
Read these sentences. Ask chn what is
wrong? It should be ‘mice’ and ‘flies’.
Discuss how we pluralise the animal
names. What is more than one fly?
(flies) Or mouse? (mice), etc. Say that
we will add numbers to our sentences
and pluralise the animal names.
Word Reading/Transcription 5
Chn finish composing
their sentences for each
animal by writing I can
see/ I can hear/ I can
smell/ I can touch at the
start of each sentence.
Emphasise the capital I
at the sentence start (as
it starts the sentence &
also because it replaces
a chd’s name, which also
begins with a capital
letter). Model how each
sentence now makes
sense and makes a
counting book that
includes full sentences,
appropriately
punctuated, number
words, describing words
(adjectives) and plural
nouns.
Grammar 2
Chn may design a front
cover (see resource) and
add the author’s name. Say
that today they will finish
their books by providing
illustrations of the
corresponding number of
animals, i.e. I can see 4 little,
chirping chicks, will have a
drawing of 4 little chirping
chicks on it! Explain that chn
will need to choose from
the picture bank (see
illustrations) or downloaded
images or create their own
drawings to find the
illustrations. Once chn have
finished their pages, staple
these together, adding the
front cover. Don’t forget the
author!
Composition 2
Whole class teaching
Monday
Read through We all Went on Safari by
Laurie Krebs. Quickly establish that the
book is set in Africa, that it includes
describing words, that it is a counting
book. At the end, brainstorm all the
African animals that you have seen in all
three books, with teacher recording these
on a large piece of sugar paper. Draw
animals that chn say or write name on
RHS side of the paper. Keep this for
subsequent sessions. Pick a selection of
animals and ask chn the noise the animal
makes, e.g. lion = roar, hen = cluck,
leopard = purr. Write speech verb before
name/picture of each animal, i.e. roaring
lion, braying zebra. Stress that all these
words end in suffix -ing, to show they are
happening now (present tense). Explain to
chn that this week they will each write a
counting book. So today they will each
choose ten animals, each with a noise!
Spoken L 2 /Word Reading/Transcription 3
Spoken
Language
Wk 2
Use relevant strategies to build vocabulary
Consider and evaluate different
viewpoints and build on the contributions
of others.
Use spoken lang to develop understanding
4. Tuesday: Discussing the sequence of events in a story
Chn work with their partners and discuss good descriptive words for each of the animals.
Encourage them to work together to brainstorm good ideas, looking at the flip chart and
remembering some of the suggestions in the whole class session.
Pupils should be taught to:
understand the books they can already
read accurately and fluently by:
a. drawing on what they already know or
on background information and
vocabulary provided by the teacher
c. discussing events in the book
4. Tuesday: Sequencing a story
Before chn start writing descriptive words, hold up one of the sentence strips and remind them
that they need to write a descriptive word close to their animal names at the end of the strip.
This is because we need to leave room at the start of the strip for our sentence start. Chn then
write a descriptive word beside each animal in their story. They need to write carefully and make
sure their writing is legible (see Transcription 3).
Plenary: Choose a child to tell you one of their descriptive words. Has anyone else chosen that
word for that animal? Or for another animal? Choose another child to tell you their word. Can
anyone tell you a descriptive word that no-one else has chosen.
Comprehension
Objectives
Dimension
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
The chn’s sentence strips from
Monday
Y1 Spr F Plan 3A
Word Reading
Transcription
Y1: Spring Fiction Plan 3A: Stories with repeating patterns Main texts: Bringing the Rain to Kapiti Plain/ Handa’s Hen/ We All Went on Safari
Spelling
Pupils should be taught to: spell:
a. words containing each of the 40+
phonemes already taught
b. common exception words, e.g. the,
said, one, two
add prefixes and suffixes:
a. using the spelling rule for adding ‘s’ or
‘es’ as the plural marker for nouns and the
third person singular marker for verbs
c. using -ing, -ed, -er and -est where no
change is needed in spelling root words
write from memory simple sentences
dictated by the teacher that include words
taught so far
Apply simple spelling rules and guidelines
Handwriting
Pupils should be taught to:
begin to form lowercase letters, starting
and finishing in right place
form capital letters
3. Monday: Spelling African animal names [Before doing this activity and the subsequent
activities this week, please read the NOTES FOR TEACHERS in resources.] Chn think of 4 or 5 or 10
African animals that they would like to use in their own counting story book. Chn then write their
animal names and a speech verb before each name, e.g. squeaking mouse, roaring lion.
Encourage the chn to write in the singular, e.g. lion, ostrich, zebra. Easy/Medium groups have
access to the word bank created in the initial input, with Hard group writing independently.
Plenary: Ask chn to try and remember all the animals they chose, in order! Invite chn up to front
of class to share, encourage them to do this independently. Can the chn remember 5? Or maybe
even 10?
4. Tuesday: Describing words
Chn add a describing word for each of their animals, placing this behind the speech verb they
wrote yesterday. There is a word bank for those who need it to use, but some chn will not
require this. Stress that writing should be legible and that letters should be well formed.
Plenary: See Comprehension 4
5. Wednesday: Number words and plurals Hand out chn’s sentence strips. They are writing
number words on each strip – these don’t have to be in the order the strips occur on the page.
But they have to be careful that they use all the numbers from ‘one’ to ‘five’ (or ‘four’ or ‘ten’).
After they have written the number word, they read the sentence and change the animal name
so that it is plural (except on the first one!). Encourage chn to READ each sentence OUT LOUD so
that they will then say the correct plural word and can write it in. They may need a rubber!
Plenary: Ask different chn to read a sentence and show that they have the correct plural.
See resources, esp. NOTES FOR
TEACHERS
Colouring and drawing pencils
Word bank created in the initial
session
The chn’s sentence strips from
Monday
The chn’s sentence strips
Number words written on the board
for chn to use as a word bank
Composition
Grammar
Before Thursday, the chn’s sentences need to be cut up and each one pasted onto an A4 page, so that these 4, 5 or 10 pages will make the pages of their counting book.
Pupils should be taught to:
2. Thursday: Completing sentences
understand how spoken language
Chn look at their pages and read through the phrases they have written so far. Chn are going to write their
can be represented in writing by:
sentence starts. Some chn can have these written for them on strips and can cut their chosen start and
c. beginning to punctuate
stick it in place (see resources). Others can write these for themselves, copying from the board. Yet other
sentences using a capital letter
chn can simply write their own sentence starts with no support. Chn should read each sentence though to
and a full stop,
check that it makes sense and also that it has a capital letter and a full stop.
d. using a capital letter for the
Plenary: Chn ensure that the pages in their book are in the right order, that the numbers they have written
personal pronoun ‘I’
are sequential. They check with a partner.
Pupils should be taught to:
2. Friday: Assemble books
write sentences by:
Chn assemble their books, putting pages in order. They illustrate each page, either choosing
a. saying out loud what they will write about
animals from the illustration bank (see resources) or creating their own illustrations. Remind
c. sequencing sentences to form short narratives
them that there must be the correct number of animals on each page. They mustn’t forget
d. re-reading what they have written to check it
to make a good cover with the author’s name on it! Then they join the pages of the book
makes sense
together (you could sew the pages, staple or use hole punches with treasury tags).
Read aloud their writing clearly enough to be
Plenary: Pair the chn so they sit with a child from Reception. The chn read their story to the
heard by peers and teacher
Reception chd. Ask the Year 1 chn to stop after each page and count the number of animals
Discuss what they have written
with the Reception child, matching it to the number word.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
The pages of each child’s book need
to be ready
Copies of the possible sentence
starts on the board or else to use
the prewritten ones (see resources)
A bank of images downloaded from
the web, or see resources
A range of crayons and felt-tips so
that chn can produce their own
illustrations
A range of ways to join the pages of
the book together
Y1 Spr F Plan 3A
Y1: Spring Fiction Plan 3A: Stories with repeating patterns Main texts: Bringing the Rain to Kapiti Plain/ Handa’s Hen/ We All Went on Safari
Books:
Bringing the Rain to Kapiti Plain, by Verna Aardema, MacMillan Children’s Books, ISBN: 978-0333351642
Handa’s Hen by Eileen Browne, Walker Books, ISBN: 978-0744598155
We All Went on Safari by Laurie Krebs, Barefoot Books, ISBN: 978-1841487823
Boris and Sid go on a tram by Ruth Merttens, Hamilton Group Reader. Available from Hamilton Education
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
Monday
Tuesday
1. Listen to, follow and enjoy a
story with a repeating pattern.
2. Join in with the repeating
sentence.
3. Begin to sequence the events in
the story.
1. Sequence the events in a
familiar story.
2. Re-tell a familiar story using
repeated phrases and sentences.
1. Write an African animal name.
2. Write an action word to
describe it.
1. Write an imaginative describing
word.
2. Form lower case letters
3. Leave spaces between words
Wednesday
1. Read a story independently or
as part of a group.
2. Sound out unfamiliar words to
read them.
2. Check the book makes sense to
them as they read and correct
themselves as they go.
1. Write number words.
2. Write correct plurals for nouns.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Thursday
Friday
1. Add describing words to
sentences.
2. Form most letters correctly.
3. Re-read what they have
written.
1. Complete a sentence.
2. Add punctuation to a sentence.
3. Write number names correctly.
1. Complete a sentence.
2. Use a capital letter at the start
of the sentence.
3. Use a full stop or an
exclamation mark at the end of
the sentence.
1. Combine sentences to create a
counting book.
2. Illustrate a book.
3. Write title and author and
illustrator on a book.
Y1 Spr F Plan 3A