read your work to me? How will we enable this learning to take place? Success Resources to support Criteria exploration & Term 4 Week 3 What do we want the children to learn? extension within the Farm Animals and Pets foundation unit and Literacy Cross-Curricular Links 9th-13th March Day Targets Weekly LOs & ELGs Vocab & Questions M: The Three Little • Hears and says the initial sound in BIG WRITE Literacy Whole Class: words. Pigs tally chart. What is Tell the children they will be acting out the story Children can • Uses some clearly identifiable LIT. The Three Little wrong of The Three Little Pigs using actions for the sequence letters to communicate meaning, Must write Pigs writing frame.Ch. characters and straw, sticks and bricks. Repeat letters in a with the representing some sounds correctly to rewrite the story. CVC words again for children to familiarise themselves with CVC word. animal? and in sequence. UW :IWB the vocabulary of ‘and’, ‘then’ and ‘next’ Model • Attempts to write short sentences in Should begin writing the story using children’s input/ writing. Children can March meaningful contexts. What EAD: Make a Mother’s a sentence identify the ELG Children use their phonic Day card. happens with a capital knowledge to write words in ways beginning, PSED: Ch. to talk to 13th in the letter. which match their spoken sounds. middle and Children to finish writing the Bev – their friend about their They also write some irregular end of a sentences for the story of the Three little favourite part of the common words. They write simple Could use case study. pigs. Friday story. sentences which can be read by HFW and PD: Gym.. themselves and others. Some words spell them Children can What are spelt correctly and others are Red/ Orange groups correctly in write a phonetically plausible happens their work. story with a Exceeding: Children can spell Children to write the story of the in the Denise: phonically regular words of more than beginning, three little pigs using the pictures- Focus on middle? one syllable as well as many irregular middle and finger spaces and letter formation. but high frequency words. They use end key features of narrative in their own What writing. Yellow/Blue Group happens at the Children to write the story using the end? movements as pompts. Focus on capital
read your work to me? Term 4 Week 3 Farm Animals and Pets Literacy 9th-13th March 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 foundation unit and Cross-Curricular Links Day Targets Weekly LOs & ELGs Vocab & Questions Friday 13th March Must write CVC words Should begin a sentence with a capital letter. Could use HFW and spell them correctly in their work. • Hears and says the initial sound in words. • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. • Attempts to write short sentences in meaningful contexts. ELG Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible Exceeding: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. What is wrong with the animal? What happens in the What happens in the middle? What happens at the end? BIG WRITE Literacy Whole Class: Tell the children they will be acting out the story of The Three Little Pigs using actions for the characters and straw, sticks and bricks. Repeat again for children to familiarise themselves with the vocabulary of ‘and’, ‘then’ and ‘next’ Model writing the story using children’s input/ writing. Bev – Children to finish writing the sentences for the story of the Three little pigs. Red/ Orange groups Denise: Children to write the story of the three little pigs using the pictures- Focus on finger spaces and letter formation. Yellow/Blue Group Children to write the story using the movements as pompts. Focus on capital Children can sequence letters in a CVC word. Children can identify the beginning, middle and end of a case study. Children can write a story with a beginning, middle and end M: The Three Little Pigs tally chart. LIT. The Three Little Pigs writing frame.Ch. to rewrite the story. UW :IWB EAD: Make a Mother’s Day card. PSED: Ch. to talk to their friend about their favourite part of the story. PD: Gym..
Week-9-09.3.153.docx