Marilyngirl

Resources: (includingICT programmes / activities, texts)

      Winter Poem Ogden Nash

      Differentiated worksheets

      Literacy work books

Day

Whole ClassObjectives

Whole Class Work

Independent / GroupWork

Guided Work

Plenary

Feed Forward / Back

Monday

Reading

T7to learn, re-read andrecite favourite poems, taking account of punctuation; to commenton aspects such as word combinations, sound patterns (such asrhymes, rhythms, alliterative patterns) and forms ofpresentation;

T1 to reinforce andapply their word-level skills through shared and guidedreading;

S1to use awareness ofgrammar to decipher new or unfamiliar words, e.g. to predict fromthe text; to read on, leave a gap and re-read;

Read winter poem oninteractive whiteboard together. Discuss rhyme and rhythm. Dochildren like the poem? Which features do we like?

Working in pairs,use poetry books to find rhyming patterns. Each pair to select apoem to read to the rest of the class and discuss the pattern theyhave found.

Middle andhigher groups to work inability pairs.

Lower to work withMrs Smith.

Guided Reading -poetry reading

.

Each pair to select apoem to read to the rest of the class and discuss the pattern theyhave found.

Tuesday

Reading

T1 toreinforce and apply their word-level skills through shared andguided reading;

S1 touse awareness of grammar to decipher new or unfamiliar words, e.g.to predict from the text; to read on, leave a gap andre-read;

T2 to usephonological, contextual, grammatical, and graphic knowledge t workout and check the meanings of unfamiliar words and to make sense ofwhat they read.

Look at poem againand ask questions for children to answer. Talk about the task theyare going to complete. How can we answer the questioneffectively?

Differentiatedcomprehension task based on poem read together.

Guided Reading -poetry reading.

Look at questionschildren have completed. Did we have the same ideas?

Link to yesterdaysreading

Wednesday

Analysis

W11 the use ofantonyms: collect, discuss differences of meaning and theirspellings

T7 tolearn, re-read and recite favourite poems, taking account ofpunctuation; to comment on aspects such as word combinations, soundpatterns (such as rhymes, rhythms, alliterative patterns) and formsof presentation;

T11 to identify anddiscuss favourite poems and poets, using appropriate terms (poet,poem, verse , rhyme etc.) and referring to the language of thepoems.

W10 new words fromreading linked to a particular topic, to build individualcollections of personal interest or significant words

Antonym word work.Include drama activity e.g. shivering for cold.

Antonym word cards matching antonym.

Highers and middlesto work out antonyms and selct one to act to to rest of class inplenary

Lowers to match wordcards and where possible act out antonym for partner (rest ofgroup) to guess.

Selected children toact out a pair of antonyms for class to guess

Thursday

Phonics

Progressionin Phonics

Whole class phonicwork, sounding out and playing with words, using current spellinglists (see activity sheets)

Differentiatedspelling sheets relating to weeks spellings being learnt athome.

Groups to besupported where appropriate.

Outcome: children will read,understand, practise and write their current differentiatedspellings.

Friday

Spelling

Handwritingpractice

Differentiatedtest

Readinggroup with mid daysupervisor.

Monday

Writing

T12 to use simplepoetry structures and to substitute own ideas, write newlines;

T9 throughshared and guided writing, to apply phonological, graphic knowledgeand sight vocabulary to spell words accurately;

S4to re-read ownwriting for sense and punctuation

W10 new words fromreading linked to a particular topic, to build individualcollections of personal interest or significant words

Recap on last weekspoetry reading and discuss rhymes and patterns. Introduceacroustic poems.

Children to make awinter word bank adjectives and adverbs.

H/a s to find rhyming winterwords

Begin putting wordsin alphabetical order.

Tuesday

Writing

T12 to use simplepoetry structures and to substitute own ideas, write newlines;

T9through shared andguided writing, to apply phonological, graphic knowledge and sightvocabulary to spell words accurately;

W10 new words fromreading linked to a particular topic, to build individualcollections of personal interest or significant words

S4to re-read ownwriting for sense and punctuation

Talk about words thatmake good acroustic poems. Make a class acroustic poem.ICE

L/as to write simplesentences using wintery words from yesterday

M/as and H/as Towrite simple winter sentences but using as many different startingletters as possible.

Look at some of thesentences we have got and note strating letters

Wednesday

Writing

T12 to use simplepoetry structures and to substitute own ideas, write newlines;

T9through shared andguided writing, to apply phonological, graphic knowledge and sightvocabulary to spell words accurately;

S4to re-read ownwriting for sense and punctuation.

Discuss again thelayout of the poem all class to wirte part of the poem on whiteboards.

Put together onIAW

All to try to writetheir acroustic poem.

L/as as agroup.

M/as as pairs

L/asindividually

Children to read outtheir poems.

Thursday

Phonics

Progressionin Phonics

Whole class phonicwork, sounding out and playing with words, using current spellinglists (see activity sheets)

Differentiatedspelling sheets relating to weeks spellings being learnt athome.

Groups to besupported where appropriate.

Outcome: children will read,understand, practise and write their current differentiatedspellings.

Friday

Spellings

Handwritingpractice

Differentiatedtest

Readinggroup with mid daysupervisor.