аЯрЁБс>ўџ ?Aўџџџ>џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 јПіbjbjUU l*7|7|і џџџџџџl4BЦ Ц Ц Ц т DB!j2 H H H H › ’- ,Y  ЂЂЂЂЂЂ$‹ Ћ€Цq y "› q q ЦЕ H H 1лЕ Е Е q .H H  Е q  Е `Е :ys$H & ?AёВТB„Ц Ÿ Fь $|ё0!і.+х а+$Е BBйWeekly Plan Name of School: Class: Year Group Y1 Term: 2 Week Beg.: Teacher: Teaching objectives: T4: to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in re-telling; T7: to discuss reasons for, or causes of, incidents in stories; T9: to become aware of character and dialogue, e.g. by role-playing parts when reading aloud stories or plays with others; Curricular target: to write a known story with a beginning, middle and end. S4: to recognise full stops and capital letters when reading and understand how they affect the way a passage is read; Curricular target: to demarcate simple sentences with a capital letter and full stop.Text/s: The Three Billy Goats Gruff Literacy Matters Ltd “print your own” CD Illustrator: Arthur Burns Additional Resources:  HYPERLINK "http://www.literactmatters.com/resources.html" www.literacymatters.com/resources.html Whole class – phonics and spelling Whole class – shared reading and writingGuided group workPlenaryMonContinue with Progression in Phonics activities (NLS) Step 5 (or other step if not appropriate):Talk for Writing: Retell story of the three Billy Goats Gruff. Use hot seating or thought tracking activities to focus on the different characters: what they said and what they might be thinking. Fill in a speech bubble for each character. Model writing these in a sentence.Print a set of 6 individual books to use in guided writing.TuesPhoneme frame Quickwrite Fans Spelling machines Talk for Writing: In groups plan to retell the story. Give each group a different focus: the opening, the ending, the smallest Billy goat gruff, the second Billy Goat Gruff and the biggest Billy Goat Gruff events. Each group decide where they need to use a narrator’s voice or a character’s voice, agree what each child is going to say, however brief.WedShared Writing: Use the illustrations from the class book to write a class version. Start with the opening and include detail of “when” “where” and “who”. Make a list of possible words and phrases. E.g. Long ago in a far away country. Many years ago… etc. Model the use of additional detail. E.g. the hungry troll etc. Then write the “what” of the story. Finally write the end of the story. Make explicit which parts of the story make up the beginning, middle and end. Make explicit the sentences used and how they are demarcated with a capital letter and full stop. Thur  FriSupported Composition: Use laminated paragraph frames as “wipe off” boards. In pairs discuss an opening sentence. Take some feed back; check that the children’s suggestions are in sentences, reframing them where necessary. Ask children to write the sentence. Look at some examples, discuss whether the sentences have a capital letter, full stop and contain one idea. Continue in the same way to write a sentence for the middle, then the end of the sequence. 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