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P|0M".WU œWPё ттттйWeekly Plan Name of School: Class: Year Group Term: 2 Week Beg.: Teacher: Teaching objectives: T4: to re-tell stories, giving the main points in sequence T14: to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version; T15: to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text; T16: to use some of the elements of known stories to structure own writing; S4: to recognise full stops and capital letters when reading and understand how they affect the way a passage is read; S5: to continue demarcating sentences in writing, ending a sentence with a full stop; S6: to use the term sentence appropriately to identify sentences in text, i.e. those demarcated by capital letters and full stops;Text/s: “The Little Red Hen” Publisher: The Wright Group ISBN 0-7802-7028-2 Additional Resources: Pictures Speech bubbles Sentence strips Character profiles Other versions of traditional stories Whole class – phonics and spelling Whole class – shared reading and writingGuided group workPlenaryMonBlend cvc words red, hen using the picture cards and phoneme frame or whiteboard. Text: Read the title of the book practising the blending skills just demonstrated. Talk about the text type and why there is no author listed. Take a picture walk through the book using the opportunity to explain any tricky vocabulary. E.g. grains, wheat, grind, ground. Read the story through. Sentence: Use prepared sentence strips & speech bubbles to read through story again, this time the class reading “Not I” said the cat. etc Make explicit the characteristics of a sentence. Blend cvc words, TuesContinue with Progression in Phonics activities (NLS)Text: Read through story with class joining in where they can. Ask class about sequence in the story – what did the hen do first etc. Model recording an outline of the story using pictures and arrows to record events in order. Consonant blend gr..WedText: Teacher as narrator, different groups take the part of a character and act out the story. Sentence: Create some simple sentences from the identified words and use as captions on the story outline.Revisit story outline reading the captions. Emphasis story structure.ThurText: Through shared writing model how you can change some elements of the story. E.g. change characters or events. “Who will help me clear this room” said Mum Change story outlineFriText: Review the sequence of the story created in the previous session. Class read the “new” story with children taking the part of the characters. 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