Grange Primary EYFS Planning - KLEE Class - Week Beginning Monday 5th January- LITERACY
– Dinosaurs
Green
Group:
Sanuji, Mohra,Yonis,Diana,Fares
Blue
Group:
Hewad, Alisha, Daaniyaal, Victoria, Yug,
Yellow
Group:
Rehaan, Hashir, Maryama, Patryk, Samra,
Orange
Group:
Bashir, Alex, Luxi, Malak, Timeea,
Red
Group:
Jamal, Noor, Vanaiya, Hamada, Yusuf
Term 3 Week 1
Topic: Dinosaurs
What do we want the children to
How will we enable this learning to take place?
Success Criteria
Resources to support
Literacy
5th-9th January
Targets
Weekly LOs &
ELGs
NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January
Day
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Vocab &
Questions
Monday 5th January
Day
learn?
Targets
What do we want the children to
learn?
Weekly LOs &
ELGs
How will we enable this learning to take place?
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Vocab &
Questions
Tuesday 6th January
NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January
What do we want the children to
learn?
How will we enable this learning to take place?
Success Criteria
Resources to support
exploration &
extension within the
Day
Weekly LOs &
ELGs
Wednesday 8th January
Must talk
about
Dinosaurs
Should name
types of
dinosaurs
Could
describe
dinosaurs
Recognise specific
features of
information texts
Engage with books
through exploring
Find info in simple
texts
Enjoys an increasing
range of books.
Knows that
information can be
retrieved from books
and computers.
Uses phonic
knowledge to write
words in ways which
match their spoken
sounds.
Write some irregular
common words.
Vocab &
Questions
Can you name the
dinosaur?
What does the
dinosaur do?
foundation unit and
Cross-Curricular Links
Show the children the ‘Dinosaur pictures for literacy’
Children can talk
teacher to model reading and saying the dinosaur names
about a dinosaur
to the children and describing them. Talk about how the
will make a class dinosaur information book with lots of
different dinosaurs inside it. Recap what an information
Children can describe
and write a dinosaur
books has- contents page, page numbers, information,
How could you
write that?
Can you use a
capital letter at
the beginning of
the sentence?
Can you use a full
stop at the end
of the sentence?
Can you find the
dinosaur name on
the word mat.
Write simple
sentences that can
be read by
themselves and
others.
Bev
L.I: Uses some clearly indentifiable letters to
communicate meaning, representing some sounds
in the number pattern?
LIT.
Turn your name into a
index? Make a list of describing words about dinosaurs.
Model writing one page.
To practise counting in
two’s –What comes next
names sound funny and they are different from any
other animal names that we know. Tell the children we
M:
Children can seek
information by
dinosaur name.
UW /IWB
reading and write
about a dinosaur.
correctly and in sequence. (AM)
Children to write information page about dinosaurs .
Write about what the dinosaur looks like and what it
eats etc.
Green, Blue, Yellow group
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match
the dinosaurs
EAD: Children to make a
Extension- can you make a title page/ Contents page for
our book?
collage dinosaur
Ourdha: Continues a rhyming string (To work with
about dinosaurs and show
PSED: Talk to the ch.
children identified on AM grid)
them dinosaurs
information books .
Plenary: Display a good piece of information writing. Ask
chn to pick out information.
PD:
Denise - Outside: See separate plan.
Walk like a dinosaur.
Guided reading: Yellow Group -Continues a rhyming
string/hears and says initial sounds in words. (AM focus)
Term 3 Week 1
Topic: Dinosaurs
Literacy
5th-9th January
What do we want the children to
learn?
How will we enable this learning to take place?
Success Criteria
Resources to support
exploration &
extension within the
Day
Targets
Must talk
about
Thursday 9th January
Dinosaurs
Should name
types of
dinosaurs
Weekly LOs &
ELGs
Recognise specific
Can you name the
features of info-
Dinosaur?
rmation texts
Engage with books
through exploring
Find info in simple
texts
Enjoys an increasing
Could
describe
dinosaurs
Vocab &
Questions
range of books.
Knows that
information can be
Children can talk
Dinosaur do?
learning more information about Dinosaurs today. Show
about a dinosaur
How could you
write that?
Can you use a
capital letter at
the beginning of
the sentence?
and computers.
stop at the end
words in ways which
match spoken sounds.
Recap some Dinosaurs that we learned yesterday. Do you
M:
remember their names? Tell the children they will be
Can you use a full
knowledge to write
Whole Class:
What does the
retrieved from books
Uses phonic
foundation unit and
Cross-Curricular Links
of the sentence?
Can you find the
dinosaur name on
the word mat.
Write some irregular
common words.
Write simple
sentences that can
be read by
themselves and
and read ‘All about dinosaurs’ power-point. Recap what an
created yesterday. Model writing one page.
two’s –What comes next
in the number pattern?
LIT.
information books has- contents page, page numbers,
information, index? Refer to list of describing words we
To practise counting in
Children can describe
and write a dinosaur
Turn your name into a
dinosaur name.
UW /IWB
Bev
To hear and say initial sounds in words. (To work with
children identified on AM grid)
Children to write about dinosaurs
Children can seek
information by
reading and write
about a dinosaur.
Red and Orange groups
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match
the dinosaurs
EAD: Children to make a
Ourdha – Can segment sounds in simple words and blend
collage dinosaur
them together and knows which letter represents some
of them. (To work with children identified on AM grid)
PSED: Talk to the ch.
about dinosaurs and show
Plenary: Display an information page. Ask chn ‘Is this a
them dinosaurs
good piece of work?’ Why?
information books .
Denise - Outside – See separate plans
PD:
Guided reading: Orange group
Walk like a dinosaur.
Continues a rhyming string/hears and says initial sounds
in words. (AM focus)
Term 2 Week 7
Topic: Stories and
Celebrations
Literacy
What do we want the children to
learn?
How will we enable this learning to take place?
Success Criteria
Resources to support
exploration &
extension within the
15TH-19TH Dec
Day
Targets
foundation unit and
Cross-Curricular Links
Vocab &
Questions
Must talk
Talk about
KUW Whole Class: Tell the chn they will be Dinosaurs.
about
similarities and
Linking to the Dinosaur Museum role play, act how
Dinosaurs
differences with
Should
describe how
dinosaur talk
Friday 20th December
Weekly LOs &
ELGs
Could know
what a speech
bubble is.
Dinosaur they have
learned about.
Gives meanings to
Tell me about what
you do?
Can you be a
dinosaur?
marks they make as
they draw, write and
paint.
Uses phonic
Dinosaur friends?
knowledge to write
match their spoken
What do dinosaurs
sounds.
say?
Write some irregular
How do Dinosaurs
can be read by
themselves and
others.
To practise counting in
about what they like to talk to in a dinosaur voice.
letters
two’s –What comes next
speak?
in the number pattern?
Explain what a Speech bubble is- tells you what the
person is saying. Teacher to model what a Dinosaur may
say to their friend in a speech bubble.
LIT.
Children are able to
Turn your name into a
record initial sounds.
dinosaur name.
UW /IWB
Bev Gives meaning to marks they make and draw(AM
focus)
write.
Children are able to
say what a speech
bubble is.
MA- write words in the speech bubble
Ourdha
common words.
Write sentence that
write recognisable
LA- letters to represent the words they are trying to
words in ways which
M:
Dinosaurs move, eat, sleep and talk. In talk partners talk
Children to write speech bubble.
Who are your
Children are able to
Attempts to write simple sentences in a meaningful
Children are able to
read back their
speech bubble.
context. (AM focus)
HA- write a sentence with a Capital letter and full stop
inside the speech bubble.
Denise – Outside – see separate plans.
Guided reading: Red Group
Continues a rhyming string/hears and says initial sounds
in words. (AM focus)
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match
the dinosaurs
EAD: Children to make a
collage dinosaur
PSED: Talk to the ch.
about dinosaurs and show
Children are able to
use Capital letters
and full stops
them dinosaurs
information books .
PD:
Walk like a dinosaur.
Grange Primary EYFS Planning Reception Class - MATHS
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January
Target
s
Weekly LOs & ELGs
How will we enable this learning to take place?
What do we want the children to learn?
Day
Weekly LOs & ELGs
Targets
How will we enable this learning to take place?
Vocab &
Questions
NO SCHOOL
January
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Success Criteria
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
NO SCHOOL
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January
Tuesday 6th
Success Criteria
Vocab &
Questions
Monday 5th
January
Day
What do we want the children to learn?
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January
Wednesday 7th Januaru
Day
Targets
Must
recognise
numbers to
10 count
out the
appropriate
number of
objects and
write
numerals to
10.
Should
begin to
solve
problems
involving
addition
with
support.
Could begin
to solve
problems
involving
addition
independent
ly.
What do we want the children to learn?
Weekly LOs & ELGs
Children solve problems
involving addition.
ELG – Number
Firm Foundations
Create and name sets of
9 and 10 objects. (LA
Children)
How will we enable this learning to take place?
Success Criteria
Warm Up
Introduction
Count up to 20 and back again. Point to number line.
Remind children of work we did last term on addition.
Tell children we are going to be doing some problem
solving involving addition. Show children problem on wb.
Demonstrate how to draw a picture to show the problem
and how to write a corresponding number sentence.
Children to do differentiated number problem sheets.
Cut out problem – stick in books – draw picture of
problem, write a number sentence and work out the
answer.
Children can identify
numbers to 10.
Vocab &
Questions
Problem
Add
Addition
Altogether Makes
Equals
Can you draw the
problem?
Can you write a
number sentence.
Bev:
HA: Children to work on problems involving numbers up
to 20. (PC1)
MA Children to work on problems involving numbers up
to 10 (PC2)
Ourdha
LA: Children to work on number recognition.
To work with (Hamada, Malak, Timeea, Jamal, Samra,
Vanaiya, Luxi, ?Hashir ?Noor)
Denise: Outside - see separate plans.
Plenary
Look at one of the problems and ask child how they
solved the problem.
Children can count 1:1
to 10.
Children are able to
write numbers to 10.
Children can do
problems involving
addition.
Children can show
how they have
worked out the
problem.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
To practise counting in
two’s –What comes next
in the number pattern
LIT.
Turn your name into a
dinosaur name.
UW /IWB
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match the
dinosaurs
EAD: Children to create
their own dinosaurs.
PSED: Talk to the ch.
about dinosaurs and show
them dinosaurs
information books .
PD:
Walk like a dinosaur.
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January
Thursday 8th January
Day
Targets
Must
recognise
numbers to
10 count
out the
appropriate
number of
objects and
write
numerals to
10.
Should
begin to
solve
problems
involving
subtraction
with
support.
Could begin
to solve
problems
involving
subtraction
independent
ly.
What do we want the children to learn?
Weekly LOs & ELGs
How will we enable this learning to take place?
Success Criteria
Warm Up
Introduction
Count up to 20 and back again. Then do partner counting
to 20. Remind children of the work that they did
yesterday on problems solving. Tell children that we are
going to be doing problems involving subtraction today.
Remind children of how we do subtraction and write
subtraction sentences. Show children a problem
involving subtraction – demonstrate how to draw a
picture and how to write a subtraction sentence
Children then to solve differentiated problems involving
subtraction.
Children can identify
numbers to 10.
Vocab &
Questions
Children solve problems
involving subtraction
ELG – Number
How many left,
Firm Foundations
Create and name sets of
9 and 10 objects. (LA
Children)
Subtraction
Take away
Equals
Leaves
Bev:
HA: Children to work on problems involving numbers up
to 20. (PC3)
MA Children to work on problems involving numbers up
to 10 (PC4)
Denise
LA: Children to work on 1:1 counting
To work with (Hamada, Malak, Timeea, Jamal, Samra,
Vanaiya, Luxi, ?Hashir ?Noor)
Ourdha: Outside - see separate plans.
Plenary
Look at one of the problems and ask child how they
solved the problem.
Children can count 1:1
to 10.
Children are able to
write numbers to 10.
Children can do
problems involving
subtraction.
Children can show
how they have
worked out the
problem.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
To practise counting in
two’s –What comes next
in the number pattern
LIT.
Turn your name into a
dinosaur name.
UW /IWB
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match the
dinosaurs
EAD: Children to create
their own dinosaurs.
PSED: Talk to the ch.
about dinosaurs and show
them dinosaurs
information books .
PD:
Walk like a dinosaur.
Term 3 Week 1
Topic: Dinosaurs
Maths
5th-9th January
Friday 19th December PPA
Day
Targets
Must do
problems
involving
doubling
with
support.
Should do
problems
involving
doubling
independe
ntly.
Could
record
number
operationi
ndependen
tly
What do we want the children to learn?
Weekly LOs & ELGs
Success Criteria
Vocab &
Questions
Warm Up
MATHS CHALLENGE DAY
Introduction
Remind children of work that we have done on problem
solving involving addition and subtraction this week. Tell
children we are going to be doing work on problem solving
involving doubling. Go over doubles to ten – Children to
show fingers.
More able children only – to do practical doubling
problems
Adult to choose a card with a number on it. Make up a
problem using that number – e.g.pick up a card number 4.
I have four sweets, how many would I have if I doubled
that number? Ask ch. How the could record this?
Ourdha/Denise:
To prepare outside area for next week.
Children can do
problems involving
doubling.
Children can show
how they have
worked out the
problem.
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
M:
To practise counting in
two’s –What comes next
in the number pattern
LIT.
Turn your name into a
dinosaur name.
UW /IWB
http://www.kidsdino
s.com/dinosaurgames/dinosaurmatch.php match the
dinosaurs
EAD: Children to create
their own dinosaurs.
PSED: Talk to the ch.
about dinosaurs and show
them dinosaurs
information books .
PD:
Walk like a dinosaur.
Term 3 Week 1
Topic: Dinosaurs
5th-9th January
Targets
Listen to
others’
ideas
Area
Understanding
the World
LOs & ELGs
Children recognise that a range of
technology is used in places such as
homes and schools. They select and
use technology for particular
purposes.
Should
share ideas
about their
own culture
Could
discuss
other
cultures,
similarities
and
differences
What do we want the children
to learn?
Expressive Arts
and Design.
Personal, Social &
Emotional
Development
Physical
Development
How will we enable this learning to take place?
Resources to support
exploration & extension
within the foundation
unit
Vocab & Questions
IWB
Dino addition colouring
Discuss importance of working together in pairs at the
IWB . Also discuss taking turns.
Class computer
IWB
http://www.enchantedl
earning.com/subjects/
dinosaurs/activities/ma
thcolor/
http://www.enchante
dlearning.com/subje
cts/dinosaurs/activiti
es/mathcolor/
Ch to use what they have learnt
about media and materials in
originals ways, thinking about uses
and purposes.
Ch. work as part of a group or class
,and understand and follow the rules.
They adjust their behaviour to
different situations, and take
charges of routine in their stride.
Colour your dinosaur .
What colour we use for
each number in the
picture?
Dinosaurs Museum.
Ch. to pretend they are
visiting a Museum in the
Role play Area.
What dinosaurs like to
eat?
Children to colour the dinosaur by number colour.
Dinosaur number colouring
page, crayons.
All adults to encourage the ch. to play pretending
visiting a museum.
Adults to talk about how we use magnifying glasses
and cameras.
Camera for evidence.
Shows understanding of the need
for safety when tackling new
challenges, and considers and
manages some risks.
Dinosaurs names- T-rex,
Triceratops.
How dinosaurs walk?
Ch. to pretend they are dinosaurs in the garden-walk
/talk like dinosaurs.
Dinosaurs books in the
outdoor reception area.