ࡱ> BDAM  bjbj== l0WW l4    : d* )))))))$+  .)^)G )GGG  )G)GG!/&( Ah s@'(|)0*'..(GWeekly Plan Name of School: Class: Year Group R Term: 2 Week Beg.: Teacher: Teaching objectives: 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. Curricular target: to read and write the sight words: can see IText/s: The Jigaree Author: Joy Cowley Available from Kingscourt/McGraw-Hill Additional Resources: Sentence strips: I can see a Jigaree. It is _____ after me. 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: a c o g q e d Write sight words:  I can seeShared Reading: Read The Jigaree, using a pointer to make the 1:1 correspondence between the spoken and written word explicit. TuesShared Reading: Read the Jigaree. Select some children to point to the words as you read. Encourage the class to join in. Use the sentence strips to create a human sentence: I can see a Jigaree. Cut the strip into word units and have a child hold each one. Re-arrange and re-read to check for sense.Wed Shared Reading: Read The Jigaree. Talk for writing: Explain that you are going to make a class version of the Jigaree. Take the sentence strip: It is _____ after me. In pairs discuss what might be a suitable word to put in the blank. Take a suitable suggestion and model writing the word using phonic strategies. Continue with additional sentences until you have completed enough to create a class version. This can be made into a big book or put on the reading wall. ThurFriSupported composition: Model writing a sentence that starts with I can see. In pairs discuss some ideas to finish of the sentence. E.g. my friend Ann; the sun; my teacher etc. Write down the suggestions to create a class list. Using dry-wipe boards demonstrate the use of the spelling machine (available on website in free resources) to ensure can & see are written sight words. Using the dry-wipe boards write a sentence starting I can see. 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