аЯрЁБс>ўџ 8:ўџџџ7џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №ПКbjbjUU l*7|7|Кџџџџџџl\\\\\\\4ш ш ш ш ќ D:цL L L L L Ÿ Ÿ Ÿ ЙЛЛЛЛЛЛ$  @!€п\Ÿ } "Ÿ Ÿ Ÿ п1 \\L L 1є1 1 1 Ÿ \L \L Й1 Ÿ Й1 B1 sVV‡\\=L @ €іЏэiТXш Е Фн =| 0:щTР!y ИР!=1 \\\\йWeekly Plan Name of School: Class: Year Group Y1 Term: 3:2 Week Beg.: Teacher: Teaching objectives: T21: to use the language and features of non-fiction texts, e.g. labelled diagrams, captions for pictures, to make class books; T18: to read recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like first, next, after, when; T20: to write simple recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing T22: to write own questions S5: other common uses of capitalisation, e.g. for personal titles (Mr, Miss), headings, book titles, emphasis; S6: to reinforce knowledge of term sentence S7: to add question marks to questions. Curricular Target: to write a recount using words which signal a time sequenceText/s: The Open Day at the Fire Station Unit 9: Developing Early Writing (NLS) Additional Resources: The Open Day at the Fire Station - factual recount example; simple recount sentences cut into sentence strips - see free resources.Whole class – phonics and spelling Whole class – shared reading and writingGuided group workPlenaryMonW6: to investigate and learn spellings of verbs with ‘ed’ endings; W8: new words from reading and shared experiences,Shared Reading: Look at and talk about the pictures on page 1 of ‘The Open Day at the Fire Station’ (see free resources). Ask if anyone has seen a fire engine close to. (If you have arranged a fire engine to visit your school follow guidance in Unit 9) Make a list of words, which arise out of the discussion: hose pipe; ladder; fireman etc. Read the extract. Look at the introductory paragraph, using ‘when’, ‘who’, ‘where’ and ‘what’ cards ask the questions e.g. ‘When did they go?’ By underlining the key words of the answers in different colours, text mark the opening. TuesCurricular Target: to spell words with ‘ed’ endings Continue with Progression in Phonics (NLS) Step 7Shared Reading & Writing: Model asking some questions to recall the events in the extract. In pairs, ask their partner a question about the open day. Use the ‘when’, ‘who’, ‘where’ and ‘what’ cards as prompts. Take feedback and model writing some of the questions; reminding the children about the use of question marks. Re read the extract. Model writing a brief answer to each question.WedTalk for Writing: Re-read the questions and answers from the previous day. Ask class to recall the events in the text extract. Ask what happened first. Check the text extract and text mark the time sequencing words. Make reference back to the class poster of time connectives made the previous week. Read the simple sentences (see free resources). Using the ‘who’ and ‘where’ prompts, identify what is missing and talk about how you could add some more detail to the opening sentence/s. Model adding the detail. In pairs talk about what happened first and select the correct sentence. Take feedback; model choosing the correct time connective from the class poster and write the sentence. Continue in the same way with several more sentences.  Thu FriSupported Composition: Talk about some of the other events that happened, but which have not yet been included in the sentences you have written. In pairs choose one of these e.g. I had an ice cream. Select an appropriate time connective and write the sentence on a dry wipe board. Read back some of the sentences. Ask the class to listen and check that appropriate time connectives have been included and the sentences are in the past tense. Discuss a suitable sentence to end the recount and model writing it.  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