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Look at the front cover of the book and ask what a cow ‘says’ and what the missing word might be. Uncover the initial letter of the word ‘oink’. Using wipe off boards ask class to write the word ‘moo’. Uncover the word ‘oink’ and use phonic strategies to decode. Decide which animal would normally ‘say’ oink. Read ‘The Cow That Went Oink’. TuesContinue with Progression in Phonics (NLS) Step 7Shared Reading: Read ‘The Cow That Went Oink’. Brainstorm the sounds that the other animals make. Shared Writing: Make a list of the animals on card. Write the sounds each animal makes in a speech bubble. Match the animal to the speech bubble and reread.WedShared Reading: Read ‘The Cow That Went Oink’. Asking the class to listen for evidence of the qualities of the animals. In pairs identify the animal that was friendly and list the words, which tell us about the animals. In pairs discuss something that made them feel sad and when someone helped them. Take feedback Shared Writing: Model writing some sentences beginning ‘I felt sad when… but then…’ Thu Shared Reading: Read ‘The Cow That Went Oink’. Asking the class to focus on how the pig and cow solved their problem. Take feedback. Focus on the sequence where the cow taught the pig to say ‘oink’. Shared Writing: Use speech bubble to show how the ‘moo’ gradually becomes ‘oink’ use the terms consonant and vowel when referring to the letters.FriTalk for Writing: Remind the class about the book read in the previous week. In pairs discuss which book they liked best and why. Take feedback, rephrasing or adding to the reasons if necessary. Shared Writing: Model writing some reasons for choice of favourite book. Include in aspects of theme, (E.g. I enjoy books about animals / twists on traditional stories), characterisation, humour, illustrations, and language choice. 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