ࡱ> Y[XM bjbj== 1.WW l 8T yY">>>>>>>>XXXXXXX$[ ]Y>>>>>Y>>3Y>4>>X>XQW>2 Їal ~rT8WIY0yYLTI^I^W   Year: Foundation - Reception Medium Term Plan: Spring Term School: Teacher/s: Year Group(s)Year: EY / R Term 2 Range: Fiction and poetry: a wide variety of traditional, nursery and modern rhymes, chants, action verses, poetry and stories with predictable structures and patterned language. Non-Fiction: simple non-fiction texts, including recounts.Titles:Teaching Objectives: Text LevelSentence Level Word Level Week 1 &2 The Jigaree The Monsters Party T1: to track the text in the right order, page by page, left to right, top to bottom; pointing while reading/telling a story, and making one-to-one correspondences between written and spoken words; T10: to re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns; Curricular target: to make 1:1 word match between written and spoken word.S3: that words are ordered left to right and need to be read that way to make sense; S2: to use awareness of the grammar of a sentence to predict words during shared reading and when re-reading familiar stories; W3: alphabetic and phonic knowledge through: sounding and naming each letter of the alphabet in lower and upper case; writing letters in response to letter names; Revise term 1 word level objectives. Use Term 1 Medium Term plan for word level objectives for children new to Reception. Curricular target: to read and write the sight words: can do IWeek 3 The Bravest Bear Ever T9: to be aware of story structures, e.g. actions/reactions, consequences, and the ways that stories are built up and concluded; Curricular target: to understand stories have a beginning, middle and end.ELG: ..begin to form simple sentences, sometimes using punctuation. Curricular target: to notice different punctuation marks.W1: extending rhyming patterns by analogy, generating new and invented words in speech and spelling; Curricular target: to generate and write words with an in them: can, man, ran etc.Week 4 & 5 Were Going on a Bear Hunt This is the Bear Unit 2 (NLS) T7: to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence; T13: to think about and discuss what they intend to write, ahead of writing it; T14: to use experience of stories, poems and simple recounts as a basis for independent writing and through shared composition with adults; Curricular target: to plan ahead what to writeS1: to expect written text to make sense and to check for sense if it does not; Curricular target: to construct a simple sentence.W3: alphabetic and phonic knowledge through: sounding and naming each letter of the alphabet in lower and upper case; writing letters in response to letter names; ELG: to use phonic knowledge to write simple regular words and phonetically plausible attempts at more complex words. Week 6 My Body T8: to locate and read significant parts of the text, T12: through guided and independent writing: to write labels or captions for pictures and drawings; to write sentences to match pictures or sequences of pictures;T4: to use a capital letter for the start of own name. Curricular target: to write a simple sentence.W7: to read on sight the words from texts of appropriate difficulty; W11: to make collections of personal interest or significant words and words linked to particular topics; Curricular target: to read and write the sight words: this is my Literacy Matters 2002 EY Medium Term Plan Term 2-1 $5^efqrKLWYAB`ܶwmCJOJQJ\^JOJQJ^JaJB*OJQJ^Jph5OJQJ\^JaJ@CJOJQJ5CJOJQJ OJQJaJ CJOJQJ 6\]^J 6CJ] 6CJ\] 6CJ\]56CJ\]^J56\]^J6CJ]^J56CJ\] 6CJ]6]*fqr^$$Ifl4      \P(#`'<     8  0  03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la $If$If$IfY$$Ifl4      <;  03f3f3f3f3f3f;63f3f4 la Blf`ZfPPP -$If^-$If$If$If$$Ifl4      \v'<  B       03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la abc ,  #$If  #$If & F$If$If ?$If^? `abcf  g / 0 0 1 2 3 !żӣwmd@CJOJQJ6CJOJQJ]B*CJOJQJphB*CJOJQJ^JphOJQJ^JaJB*CJOJQJph6]56CJ\]^JOJQJ\^JaJB*OJQJphB*OJQJ^Jph^J CJOJQJ5CJOJQJCJOJQJ\^JB*CJOJQJ^Jph CJOJQJ' g 0 nhbhbbbb\$If$If$If$$Ifl      \v'<  &       03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la   # 0 1 2 V PP$If$$Ifl      \v'<  &       03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la $If #\$If^\` 2 3    >kWXY & F$If ?$If^?$If $If^$If!=>AWXYZaijnCDF{\]v޿޴Ɵ6CJ]^JB*CJOJQJ^JphB*CJOJQJphCJ6]56CJ\]^JB*CJOJQJ^Jph CJOJQJ5CJOJQJ CJOJQJB*CJOJQJph$YZaijD{n< hbhbbbXXb & F$If$If$If$$Ifl      \v'<  &       03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la  {|}~]^_`$If ?$If^? nlcaaaldh^$$Ifl      \v'<  &       03f3f3f3f3f3f;63f3f3f3f3f3f3f3f4 la /&P 1h0A .! 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