ࡱ> LNK7 bjbjUU l.7|7| l4  \0h ~ ~ ~ ~ ] ,Z0\0\0\0\0\0\0$2 403Y ] 330[~ ~ 0[[[3~ ~ Z0[3Z0[@ [,.~ \ P,9 j-.|000-8a5+0a5.[Weekly Plan Name of School: Class: Year Group R Term: 2 Week Beg.: Teacher: Teaching objectives: T13: to think about and discuss what they intend to write, ahead of writing it; 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. Curricular target: to retell an event using language which signals time sequence. S1: to expect written text to make sense and to check for sense if it does not; Curricular target: to construct a simple sentence. Text/s: Do You Still Love Me? Author: Charlotte Middleton Publisher: Gullane ISBN 1-86233-437-4 (Hardback version) ISBN 1-86233-492-7 (Paperback version) Additional Resources - Time words list -see free resources:  HYPERLINK "http://www.literactmatters.com/resources.html" www.literacymatters.com/resources.htmlWhole class / group phonics and spelling Whole class /group shared reading and writingGuided group workPlenaryMon W3: alphabetic and phonic knowledge through: reading phonemes: ch, sh, th; writing each letter in response to each sound: ch, sh, th; Curricular target: to blend words; chin, thin, chip, ship.Shared Reading: Look at front cover predict what this book might be about. Introduce the title and author / illustrator. Read the story. Talk about how Dudley must have felt and why he was a hero.TuesShared Reading: Read the story again. Highlight the time sequencing words used Shared Writing: Make a class list of the time sequence words used in the book. Add any more that you can think of. (see free resources for a list of time sequencing words / phrases) Wed Shared Reading: Read the story through. Talk for Writing: In pairs identify an occasion when they were ignored or felt jealous. Take feedback. Shared Writing: Choose one example, or use your own, write some sentences. Include some time sequencing words to structure events. ThurTalk for Writing: Look at the page that starts Later on, when Dudley woke up, Pequito was gone. Talk about what is happening in the picture strips. Think of some time words, which could be used to make the time sequence clear. Shared Writing: Use the four picture strips and write a sentence for each one, ensuring you start with a time sequencing word. E.g. First Dudley waited. Then he began to get worried. etc.  FriShared Writing: Model writing a sentence about how Dudley felt at the end. E.g. In the end Dudley was happy. Supported Composition: Write a simple sentence about how Anna or Pequito felt at the end. 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