Brenden is Teaching


NameDogger, familiar settings
File 130_Weekly plan for Dogger Narrative.doc
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Class Year group


Yeargroup: 1

Term:Autumn1st 2007

Week:3/4 Narrative Unit1

Stories & Poems withFamiliar Settings

Outcome:3 simple sentences totell a story.


New FrameworkOverview:

This is the firstof a block of four narrative units in Year 1. It builds onchildrens experience and knowledge from the Early Years FoundationStage and introduces new areas of learning that will be developedduring the year. The unit can be linked to many other curriculumareas such as history or personal, social and health education. Itcan be taught in two sequences each lasting two weeks, asillustrated below, or as a single 4-week unit. The teachingsequence is repeated but the texts read and the writing outcomesare different.


New FrameworkObjectives


Most childrenlearn to:
(The following list comprises only the strands, numbered 1 through12, that are relevant to this particular unit.)

1. Speaking

  Tellstories and describe incidents from their own experience in anaudible voice

  Retell stories,ordering events using story language

2. Listening andresponding

  Listen withsustained concentration, building new stores of words in differentcontexts

4. Drama

  Explore familiarthemes and characters through improvisation and role-play

5. Wordrecognition: decoding (reading) and encoding (spelling)

  Recognise and usealternative ways of pronouncing the graphemes already taught

  Recognise and usealternative ways of spelling the graphemes already taught

  Identify theconstituent parts of two-syllable and three-syllable words tosupport the application of phonic knowledge and skills

  Recogniseautomatically an increasing number of familiar high frequencywords

  Apply phonicknowledge and skills as the prime approach to reading and spellingunfamiliar words that are not completely decodable

  Readmore challenging texts which can be decoded using their acquiredphonic knowledge and skills, along with automatic recognition ofhigh frequency words

  Readand spell phonically decodable two-syllable and three-syllablewords

6. Word structureand spelling

  Spell new wordsusing phonics as the prime approach

  Segment soundsinto their constituent phonemes in order to spell themcorrectly

  Recognise and usealternative ways of spelling the graphemes already taught

  Useknowledge of common inflections in spelling, such as plurals, -ly,-er

  Readand spell phonically decodable two-syllable and three-syllablewords

7. Understandingand interpreting texts

  Identify the mainevents and characters in stories, and find specific information insimple texts

  Usesyntax and context when reading for meaning

8. Engaging withand responding to texts

  Select books forpersonal reading and give reasons for choices

  Visualise andcomment on events, characters and ideas, making imaginative linksto own experiences

9. Creating andshaping texts

  Independentlychoose what to write about, plan and follow it through

  Usekey features of narrative in their own writing

  Create shortsimple texts on paper and on screen that combine words with images(and sounds)

10. Text structureand organisation

  Writechronological and non-chronological texts using simplestructures

11. Sentencestructure and punctuation

  Compose and writesimple sentences independently to communicate meaning







Whole classlearning

Whole classword/sentence



Independentlearning / differentiation

Plenary &AFL


Picture walkthrough.Read story. Link discussion to homework writin g about favouritetoys.



Write a sentenceabout a given page in the story. Provide photocopied pictures toprompt. After sequence them to order story.

Pair up Paramedicsand Fire Fighters.


Use CVC phonicssliders to generate real words. Record words then write asentence. Which pair can make the most? Work with


Miss H guidedreading with group five the phonics if time allows.

Use sentences wittenby guided group.


Target differentchildren to help to order these. Discuss in terms of beginning,middle and end. Make sure children are beginning to use correctterminology today.







Look at various pagesin the book. Talk about how Dave feels, use smiley faces to showthe emotion on each page. Add thought bubbles to some of the pagesencourage the children to empathise with Dave by thinking about thetime when they lost a special toy.


Demonstrate letterformation one armed robots.



Create freeze framesto show different scenes from the story. Refer to the thoughtbubbles and smileys to encourage children.







Miss H guidedreading and soundswrite with group four.

Airwriting linked to group work.


Look atthe freeze frames ask ch to describe what is happening each timeusing story language and full sentences.



Talk for writing HOT SEATING


Take in own specialtoy. Ask the children to work with their talking partners to devisequestions to ask about the special toy general at first about theway he looks, where is he from, why I like him. Prepare somequestions initially let the ch read and choose what to ask.


Follow on withquestions about the time the special toy got lost.

Fire Fighters


Take turns to be hotseated while the group ask questions about the lost / specialtoys. Prepare questions in advance for the group.



Special books finemotor skills



Answer questionsabout lost toy similar to whole class work.

Match the questionsto answers related to the text eg. What is the toy like? He is abrown dog.







Word levelsession

Look at Starfall.comfor story based on the ae phoneme. Ask the children to be phonemespotters and record all the words they hear containing the phoneme.Sort into columns according to grapheme used. This phoneme willhave been introduced in phonics sessions this week.


Introduce the newsight words. Read, look at sounds the ch know in the sightwords.

Lollipop Phonemesort. Read one of the stories with this phoneme and colour in thewords accordingly.

Paramedics Phonemesort

Police Officers Caterpillar phoneme sort using ae sound

Whole class game ofcaterpillar phoneme sort.



Make a lost posterfor Dogger. Encourage the children to include a detaileddescription of Dogger by using prompt questions about hisappearance, colour, texture. Include last seen on etc. Encouragechildren to empathise with Dave as they give their ideas for theposter.


Make a lost posterfor their own favourite toy. Refer to the features of their toythey mentioned in their homework to help. Use stem sentences andencourage phonetic spelling of the remaining words. He is a Hewas at . He is .

Lollipop Make ownLost poster about Dogger.


Fire Fighters Special books


Miss Hampson readingwith group five and doing soundswrite activities.

Generate a word bankof Wow words from the lost posters.







Writing the beginningof a story called My Lost Toy. Explain to the children that theywill write about the day they lost their toy. Can be made up orreal. Encourage the ch to begin by setting the scene eg. Once therewas a little girl called .


Show the firstpicture of a little girl with a sad face and crying. Discuss whyshe might be crying and what the children could write to go withthe picture. Use questions about setting, character, emotions andtoys appearance to prompt.

Lollipop &Paramedics


Keep these groups onthe carpet and explain that they will be writing their ownsentences to match the picture that they can see to form thebeginning of a story. Use helping hands.

Miss Hampson reading with group four and doing soundswrite activities.


Police Officers ae phoneme sort.



Three stars and awish for the story beginnings.







Writing the middle ofthe story. Dicuss as a problem what is the problem in our storylike in dogger. Refer to the page in Dogger where Dave realiseshis dog is lost. Could we use this to help?


Shared writing of themiddle / problem of the story.



Write simple storyusing the format I lost my .. I found it in the

Lollipop &Paramedics


Work independently towrite the middle of their stories.

Use helpinghands.

Sentences withdeliberate mistakes.








Cut up strips from asimple story about a lost toy. Sort sentences into beginning middleand end. Check some of the sentences using helping hands for usualfeatures.


Shared writing of theend of the story. Show a picture for the class story to help thechildren eg. Little girl looking under a bed or in the car.

Fire Fighters


As Dentists onFriday.

Lollipop & Paramedicsto finish their stories by writing the end.


Group Five guidedreading with Miss Hampson then phonics.

Share and celebratestories.







Whole classphonics and LCWC with key words. Plan at time depending onprogress.



Write simple story asa group with beginning, middle and end. Teacher to scribe, childrento contribute own ideas. Type on Word to stick in books.

Group Four guidedreading with Miss Hampson then phonics.


Dentists specialbooks

Big phoneme sortusing IWB. Target chdilren depending on progress thisweek.