ࡱ> IKH7 bjbjUU l,7|7| lLLLLLLL4  \,\ r r r r W,/,1,1,1,1,1,1,$. 0U,L " U,LLr r 1j,Lr Lr /,/,(LL*r P >]` ^)*|,0,)61v61*LLLLWeekly Plan Name of School: Class: Year Group R Term: 3:1 Week Beg.: Teacher: Teaching objectives: T12: 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 write S1: to expect written text to make sense and to check for sense if it does not; Curricular target: to write a simple sentenceText/s: Dear Zoo Author / Illustrator: Rod Campbell Puffin Books ISBN: 0-333-90371-4 Additional Resources - Animal pictures & flaps - 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 Sight words: so, was, they, him, too Continue with Progression in Phonics (NLS) Step 3Shared Reading: Look at front cover talk about the animal in the packing case and the kind of animals you find in a zoo. Read the blurb and talk about the kind of animal they would like for a pet. Read Dear Zoo.TuesShared Reading: Read Dear Zoo, encouraging the children to join in where they can. Shared Writing: Lift each flap and write the name of each animal on a card. Encourage the children to listen for and identify the initial letter sound. Make explicit the phonic strategies you use as you write the words. Add more animals to the collection.  Wed Shared Reading: Read Dear Zoo so that the children are very familiar with the patterned structure of the text. Shared Writing: Identify the reason for each animal sent back E.g. tall, fierce. Write each word on a card. In pairs discuss reasons for the animals on the list that are not in the book. Add these words to word card collection.ThurShared Writing: Write the beginning of the sentence So they sent me a. Choose an animal card to complete the sentence and emphasise the need for a full stop. Write the next sentence, leaving a space for the adjective. E.g. He was too ____! Choose a word card to fill the gap. Write the next sentence I sent him back. Together, read back the sentences written. Repeat the procedure with another animal as an example.  FriSupported Composition: Explain that you are going to make a class lift-the-flap book. Use the pictures / flaps from free resources or from children having previously drawn these in art session. In pairs discuss the animal chosen and the reason why it was sent back. In each pair, one child writes the animal sentence and the other the reason he was sent back. You can differentiate this activity with some children writing the whole sentence, some the word and some reordering sentences. Ask the pairs to read back their sentences. Agree the animal the class will keep and model writing the ending.- see free resources.Literacy Matters 2002 EYT3W1  H]xLd%';WX\vw{Ǽԩzxtxxx5CJ\CJOJQJ\0JCJOJQJ\jCJOJQJU\jCJOJQJU\CJOJQJ\B*OJQJ^JphB*CJOJQJphB*CJOJQJ^Jph CJOJQJ5OJQJ\5\55OJQJ^J OJQJ^J^JCJ^J' Hx+8Ld$If$If$If  & F$If 22^  9B^  & Fd'WX|||||22$If^t$$Ifk40*`&072 e4 kaXYZ[\nvgxYYYYY22$If^$$Ifk4^\j *`7``l 04 kavw{|VE???$If$22$If^a$$$Ifk4rj p#*   t04 ka  $ %      & j k m s t   % & = }~ŽŻŻŻŻCJ5CJCJ5CJOJQJ5\CJ 5CJ\CJ 5CJ\56CJOJQJ]5CJOJQJ\ CJOJQJ6OJQJ]5CJOJQJ\ 6\]OJQJ CJOJQJ jOJQJUmHnHsH u/E4$22$If^a$$$Ifk4rj p#*7`lt04 ka$If $7$8$H$If   $If $7$8$H$If22$If^       VEE7E722$If^$22$If^a$$$Ifk4rj p#*7 lt04 ka k l m n ?$$Ifk4rj p#*7 lt04 ka$If$If $7$8$H$Ifn s t       $If $7$8$H$If22$If^$22$If^a$ ! % & ~V E7, $7$8$H$If22$If^$22$If^a$$$Ifk4rj p#*7 lt04 ka~PJH`$$Ifk4rj p#*7 lt04 ka$If &P . A!r"r#$%# 0&P . A! " #$%# 0&P . 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