аЯрЁБс>ўџ 24ўџџџ1џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №ПџbjbjUU )(7|7|џ џџџџџџlІІІІІІІКbbbbvDКB.ЦЦЦЦЦСУУУУУУ$p ^чІM@ч ІІЦЦ‡ќ   LІЦІЦС С ц eІІeЦК p™ЈЎеСКЈbйІee\0Beю юe ККІІІІйYear: R Medium Term Plan: School: Teacher/s:Year Group(s)Term: 3:1Range: 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 recountsTitles:Teaching Objectives: Text LevelSentence Level Word Level Week 1 Dear ZooT12: to experiment with writing and recognise how their own version matches and differs from conventional version, e.g. through teacher response and transcription; 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 write a simple sentenceProgression in Phonics (NLS) Step 3Week 2 Dinosaur Roar T10: to re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns;S1: to expect written text to make sense and to check for sense if it does not; Curricular target: to reorder words and decide whether it makes senseW10: collect new words from their reading and shared experiences; Curricular target: to count the syllables in wordsWeek 3 Jaspar’s Beanstalk T2: to use a variety of cues when reading: knowledge of the story and its context, and awareness of how it should make sense grammatically; T3: to re-read a text to provide context cues to help read unfamiliar words; Curricular target: to check unknown words using initial letter and context cues.ELG: ..begin to form simple sentences, sometimes using punctuation.W7: to read on sight the words from texts of appropriate difficulty; Curricular target: to read and write the sight words: “on” “it” Week 4 Each Peach Pear Plum T5: to understand how story book language works and to use some formal elements when re-telling stories, e.g. ‘Once there was ...’, ‘She lived in a little ...’, ‘he replied ...’. Curricular target: to retell stories using some story language.S2: to use awareness of the grammar of a sentence to predict words during shared reading and when re-reading familiar stories.W1: to understand and be able to rhyme through recognising, exploring and working with rhyming patterns, e.g. learning nursery rhymes; Curricular target: to hear and generate rhyming wordsWeek 5 Cafщ structured play areaT11: Through shared writing to apply knowledge of letter/sound correspondences in helping the teacher to scribe, and re-reading what the class has written; Curricular target: to use writing for a purpose in role-play.S1: to expect written text to make sense and to check for sense if it does not; Curricular target: to write labels and captions.Progression in Phonics (NLS) Step 3Week 6 T15: to use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life, e.g. recounting their own experiences, lists, signs, directions, menus, labels, greeting cards, letters.S4: to use a capital letter for the start of own name. 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