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Take the role of Eddy and recount what happened when he lost his teddy in the wood. E.g. First I tiptoed through the dark, dark wood. Then I saw a giant teddy bear. Etc. Talk about when you lost something precious and ask the children to recall when they lost something.TuesProgression in Phonics activities (NLS)-Talk for writing: Tell a simple story based on some of the ideas discussed the previous day. Finish before the ending. Unit 4 suggests a story about a lost ring. You may prefer a story related to something closer to children’s own experiences. Talk about how you could end the story.WedStep 4 Learning Objectives  4:3 & 4:4Shared Writing: Write the first 2 sentences of the story composed the previous day. For the final sentence of the story ask the children to help. In pairs ask the children to talk about possible ideas. Take feedback, rephrasing suggestions into sentences if necessary.  Thur Talk for writing: Ask children to talk with their partner about something they have lost. Ask 3 questions; What did you lose? What did you do? Where did you find it? Take feedback, rephrasing answers as sentences where necessary. Ask children to check with their partners that they have 3 ideas: I lost… I (did) cried / sobbed etc I found… Supported composition: Working in pairs ask the children to tell each other the thing they are going to write about. Using a dry-wipe board (1 each is preferable to 1 between 2) write the name of their lost object (you may wish to model segmenting and blending phonemes where children do not know how to spell the name of their object). I and my should be written sight words, use the spelling machine to consolidate for any child who doesn’t have these as sight words. Model segmenting and blending the word lost. Ask class to write the sentence I lost my … Ask children to compose the next sentence. 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