ࡱ> =?<M  bjbj== l,WW l4  d$h h h h h / / / H$J$J$J$J$J$J$$& (n$/ @/ / / n$h h $/ "h h H$/ H$5]!"h \ |%0H Q ""$0$"O) O)"Weekly Plan Name of School: Class: Year Group R Term: 1 Week Beg.: Teacher: Teaching objectives: through shared reading: to describe main story settings, events and principal characters; 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 a narrative.Text/s: The Three Billy Goats Gruff CD Illustrations: Arthur Burns Additional Resources:  Published by Literacy Matters Ltd Alternative text/s: Whole class / group phonics and spelling Whole class /group shared reading and writingGuided group workPlenaryMonContinue with Progression in Phonics activities (NLS) Step 2 activities: Pebble game (NLS) Jingles (NLS) Silly sentences can be created from picture cards Focus on letters: r m n h b p k blend cvc words red henReading: Tell the story of the 3 Billy goats Gruff. Introduce pictures with the headings of Who (is in this story) Where (setting) When (traditional story start; Once upon a time, A long time ago etc) TuesReading: Read the story of the 3 Billy Goats Gruff, using the appropriate pictures and text from the CD. Encourage class/group to join in with the repeated refrain: Whos that trip trapping over my bridge etc. Take the first part of the story where the smallest Billy goat Gruff crosses the bridge. Use the 3 pictures to emphasise the structure of opening, a problem and how the problem is solved. Wed Reading: Take the second part of the story where the second Billy goat Gruff crosses the bridge. Use the 3 pictures to emphasise the structure of opening, a problem and how the problem is solved. Finally take the third part of the story where Big Billy Goat Gruff crosses the bridge he has the same problem but solves it in a different way. Encourage class/group to join in with the repeated refrain. Retell the story with class / group taking the part of the different voices. ThurFriWriting: Model recording an outline of the story using pictures and arrows to record events in order. Ask class/group to retell the story using the pictures as prompts. Encourage the use of story language in the retelling.  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