Literacy Year R/1: Spring b – Weeks 1-2 Narrative: Unit 2b stories with repeating patterns



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Literacy Year R/1: Spring B – Weeks 1-2 Narrative: Unit 2B Stories with repeating patterns





Objectives

Text/Speaking/Listening


Word/Sentence

Independent group activities

Outcomes

These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria, is available from the English section of the Hamilton website.

You will need: Monkey and Me, by Emily Gravett and The Swallow, which is an animated tale available to download from the Hamilton website.

Week 1 Monday

Main Focus: Read repeated phrase in a story.

R&1/2 Listen with enjoyment and respond to stories building new stores of words.

R&1/3 Take turns in conversation

R/5 Explore and experiment with sounds & words, hear & say sounds, read new words.

R&1/1 Extend their vocabulary building stores of new words.

R/7 Retell narratives.

1/1 Order events in a story.

1/5 Apply phonic knowledge and skills to read new texts.

1/6 Recog alternate spellings.

1/7 Explore the effect of patterns of language and repeated words and phrases.


Teach this second:

With chn sitting in a circle, read Monkey and Me together. Encourage chn to join in on the repeating phrase: Monkey and me, Monkey and me, Monkey and me, We went to see. As you read each animal name place a picture or model of that animal in the centre of the circle. Recap on the animals that the characters have seen. Repeat the phrase ‘Monkey and me’, with chn joining in, and reveal the new additional animals you have in the bag, as you progress through the remainder of the story.



Teach this first:

Using pictures (see plan resources) or small world models place the animals found in the story in a small bag (plus some additional ones not included in the story). Write the words Monkey and me went to see… on the f/c. Talk to chn about the phrase rhyming [because of the long sound ee in monkey, me and see]. Ask chn to think what the characters on the front of the book will go and see. Write suggestions. Explain to chn that they will see diff animals and that that you have these animals in your bag.


Easy
Take the bag of animals used in the main session. Chn join saying ‘Monkey and me, monkey and me’, etc and then take a turn at pulling out an animal from the bag and adding it to end of repeating phrase. TA

Medium/Hard

With chn placed in mixed ability pairs, they repeat the phrase ‘Monkey and me, Monkey and me, Monkey and me we went to see’ and retell the story, including the animals that were seen in the correct sequence. They then add 2 animals of their own choice – one animal for each person in the pair.


TD as required


Children can:

1. Recognise and read words in simple phrases.

2. Sequence events in a story.

Medium/Hard

1. Use a repeating phrase to orally add additional parts to a story.



Plenary

Choose pairs of chn from the Medium/Hard activity to share their retelling of the story, including their additional 2 animals.


Week 1 Tuesday


Main focus: Complete missing words in a repeated phrase.

R/3 Interact, negotiating activities, taking turns in talk.

R/7 Know print carries meaning.

R/7 Recognise the main elements that shape texts.

R/8 Show an understanding of the elements of stories.
R/11 Write labels.

1/7 Identify the main events and characters in stories.

1/9 Use key features of narrative in their own writing.

Show chn an enlarged version of the text (see plan resources). Remind chn of the rhyming pattern, you spoke about y’day (long vowel sound ee in monkey, me and see). Read this part with chn.

As you read the story together, pull out of the bag of animals from y’day lesson, the animal named each time, so chn have a visual cue for reading the word. Place the animals in a line so that they reflect the sequence of the story.

Read the story again and invite chn to read the names of the animals – using the visual cues. Repeat with individual chn/groups of chn to read specific parts of the text aloud.


Easy

TA writes Monkey and me we went to see some___. on the f/c. Using the bag of animals pass it around the group with each child taking out an animal. Have prepared labels (using post-it™ notes) of the animal names, which chn can move into the empty space as they pull out the animals.

Medium

Using plan resources, chn copy the animals into the empty space to complete the phrase. The animals should appear in the order they do in the story. TD



Hard

Using the plan resources, chn write in the names of the animals in the story and then their own animal. They then draw a picture of that animal, to complete the phrase.



Children can:

1. Work in a group, talking and listening to others.

2. Share a book tog, working out the sequence of the story.

3. Complete a phrase to ensure it makes sense.



Plenary Invite chn in the hard activity to share a phrase each that they have written. Make sure they are all different. Ask chn to bring in a soft toy animal for tomorrow’s lesson; including doing so yourself!

Week 1 Wednesday

Main focus: Adapting a known story. Creating a front cover.

R/9 Attempt writing for different purposes.

R/8 Respond to a story with relevant comments.

R&1/6 Use phonics to write.

1/9 Create short simple texts that combine words with images.

1/9 Use key features of narrative in writing.


Sitting in a circle invite chn to share their soft toy animals, starting with your own (name the toy, why it is a favourite, how long you have had it, etc). Explain to chn that your toy has a name, as you expect their soft toys animals to, but for today’s lesson you are going to call your soft toy by his animal name, e.g. tiger, rabbit, snake, etc. Write the names of the animals as chn say them on a f/c. This will create a word bank for chn to use. Keep this for tomorrow. Show chn the front cover of Monkey and Me, and explain that instead of Monkey and Me, we will change the title to the name of the soft toy we have brought into school today, e.g. Tiger and Me, Rabbit and Me, Snake and Me, etc. Explain that you will be making your own books that include chn and their own soft toy.

Easy/Medium/Hard

Using the plan resources have prepared enough 8 page booklets for chn to have one each. Chn use the word bank created at the start of the lesson to add the title to their story book, and also draw themselves and their soft toy as a front cover illustration.



Children can:

1. Identify with a character in a story.

2. Use a word bank.

3. Design a front cover for a story book.



Plenary

Look at the front cover of Monkey and Me, and ask chn to find the name of the author and illustrator. Explain to chn that they are the same person. Ask them to think about who will be writing the words and drawing the pictures for their own story. Chn add their name to the front cover.

Week 1 Thursday

Main focus: Identify main characters in a story.

R/8 Show an understanding of main elements of stories; main characters.

R/9 Attempt writing for various purposes.

1/7 Identify the main characters and events in stories.

1/8 Visualise and comment on characters and link to own experience.

1/11 Compose and write simple sentences independently to communicate meaning.



Return to the word bank created y’day. Read through the names of the animals with chn; encourage chn who brought in that soft toy to read that animal name. You may need to draw a small illustration next to each name to help chn remember to read it. Using your own soft toy, orally use the phrase: Monkey and me, Monkey and me, Monkey and me, We went to see some… and choose an animal name. Repeat this a few times with chn joining in. Then model writing the phrase, using the rhyming pattern to help you, and adding the name of the animal from the word bank.

Easy

Have word-processed prepared copies of repeated phrase stuck on each page of the book. Chn use the word bank of animals to complete the phrase. (see plan resources for examples)



Medium

On f/c have ____ and me, ____ and me, ____ and me, We went to see some… Chn use this writing frame in their writing & copy the names of animals from the word bank.



TA

Hard

Chn independently write whole phrase but use word bank to copy names of the animals. Encourage chn to use an exclamation mark at end of each animal name – as in original story. TD


Children can:

1. Identify the setting & main characters in a story.

2. Identify characters in other stories.


Hard

3. Use an exclamation mark in their writing.



Plenary

Hot-seat a child and their soft toy – use the phrase What did you see, what did you see…. For the child to complete an ending to.


Week 1 Friday


Main focus: Publishing a book.

R/7, 1/1 Retell narratives.

R&1/4 Use language to imagine and recreate roles.

1/7 Recognise main elements that shape different texts.

1/9 Use key features of narrative in their own writing.


Give chn time to produce their books. By the end of his lesson expect that all chn will have:

  • Finished their writing, and that the child can read it back to someone else,

  • Completed an illustration for each page,

  • Read through to check their writing make sense,

  • To have a front cover with a title, an illustration and the name of the author.

Easy/Medium/Hard

Chn add an illustration to each page of the book, similar to that used in the story of Monkey and Me. The illustration of each animal needs to be big and bright.



Children can:

1. Produce a book that includes writing and illustrations.

2. Read their writing and ensure it makes sense.

Plenary

Give chn time to share their books with the class. Chn can read their story to a friend/adult in the class.








Objectives

Text/Speaking/Listening

Word/Sentence

Independent group activities


Outcomes

These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria, is available from the English section of the Hamilton website.

Week 2 Monday


Main focus: Sequence story characters

R/7 Retell narratives in the correct sequence.

1/10 Write chronological texts using simple structures.

1/11 Compose and write simple sentences.



Teach this second:

With chn focusing on the repeated sentence, read the story. Ask chn to shout STOP each time they hear the repeated sentence.

Show chn pictures of the animals that swallow speaks to in the text. Invite chn to put these animals into the right order. After each animal, pause to return to repeated phrase: Swallow spoke to Zebra and says Every year, swallows fly…. Swallow speaks to penguin and says Every year … etc.


Teach this first:

The animated tale The Swallow is a longer story than Monkey and Me, and language is more complex. Display the repeated sentence: “Every year, swallows fly all the way to England so we can make our nests there and lay our eggs,” replied Swallow. Focus chn’s attention on this & read it to them several times so they can recognise it when they hear it.


Easy
Chn cut out the animals (see plan resources) and put them into the right order, for the animals that swallow speaks to on his way to make a nest.
Medium

Chn complete a cloze procedure, by adding the names of the animals Swallow speaks to, as they appear in the text (see plan resources). Chn use given labels to support their writing. TA
Hard
Chn complete a cloze procedure (see plan resources), by writing in the names of the animals Swallow speaks to, as they appear in the text.

TD

Children can:

1. Sequence the main events in a familiar story.



Hard

2. Attempt writing unfamiliar words.



Plenary
Use a copy of the Medium group resource, but enlarged. As a class fill in the missing names of the animals that Swallow speaks to on his journey. Check predictions with the animated tale. Invite chn from the hard activity to help you with the spelling of the animal names.

Week 2 Tuesday

Main focus: Use good descriptive language.

R/4 & 1/1 Use language to imagine, recreate and describe incidents.

R&1/2 Sustain attentive listening and respond to what they hear, building new stores of words.

R&1/5 Apply phonic knowledge to write.

R/1, R/7 & 1/1 Extend vocabulary.


Read the story of Swallow to chn. Emphasise that Swallow is going on a journey and that he keeps moving from one country to another. Explain that this must be so, because the animals he speaks to do not all live in the same place (climate). Speak about the sort of place a penguin would live, compared with the sort of place a zebra would live or a gorilla and a goat.

Using a large map of the world, point out the names of the countries that swallow visits. You may like to stick a picture of the animal from the text that comes from that country (see plan resources). It would be best to do this as you read the story and you can then use the picture maps of the animated tale to show swallows journey.

Easy

Using the learning chn completed y’day and prepared labels (see plan resource), chn cut out a label for the places swallow visits and place it next to the animal from that place. TA to support reading.



Medium

Chn have a picture of the animals swallow talks to (plan resources), in sequence, and the initial letter of the place where they live. Chn then use the resources created at the start of the lesson to complete the rest of the word.


Hard

Using prepared labels (plan resources) chn cut out names for each country swallow visits and places them in order to create a list of places on his journey. Encourage chn to place the names underneath each other, and to use commas at the end of each name. TD


Chn can:

1. Retell a story.

2. Create a list of places.

Hard

3. Use commas to separate items on a list.





Plenary

Using the prepared labels on the map, that you used at the start of the lesson, invite chn to move the labels to create a list of the places that Swallow visits on his journey, in a corresponding sequence.


Week 2 Wednesday


Main focus: Plan alternative characters for a known story.

R/3 Use talk to organise, sequence thinking, events.

R& 1/3 Interact with others, take turns to speak.

1/1 Describe incidents.

1/9 Independently plan what to write about.

Explain to chn that we will explore creating our own version of the Swallow story, with the main character, Swallow, meeting different animals on his journey from Southern Africa to England. Show chn a range of different animals, presented as a list (plan resources). Talk about diff animals and places/countries they may come from. Together, chn decide on the 3 most interesting and indicate this on the list. Show repeated phrase: “Every year, swallows fly all the way to England so we can make our nests there and lay our eggs,” replied Swallow. Remind chn of what it says.

Model a potential, simple conversation that Swallow could have with each of the 3 animals that he meets, including the repeated sentence; e.g.

1. Swallow flew down and rested on a twig. “Hello,” said lizard, “Where are you going?” “Every year, swallows fly all the way to England so we can make our nests there and lay our eggs,” replied Swallow.


2. Swallow fluttered down and sat on pebble. “Where are you going?” asked camel? “Every year, swallows fly all the way to England so we can make our nests there and lay our eggs,” replied Swallow.


Easy/Medium/Hard

Chn work in mixed ability groups, with each group having their own selection of animals (see plan resources). In pairs chn choose one animal and act out a potential conversation between Swallow and that animal, as in the demonstration at the start of the lesson. TA and TD as appropriate



Children can:

1. Relate a story to own experience.

2. Talk and listen with a partner.

3. Create own story based on one read.



Plenary

Ask chn to share their modelled conversations. Give praise for chn:



  • Using an animal from their given list,

  • For that animal making a statement or asking a question,

  • For Swallow replying by using the repeated sentence.

Repeat this several times so that chn are well prepared for tomorrow and have heard the appropriate language a lot.

Week 2 Thursday


    Main focus: Write pages for a story, using speech bubbles.

    R&1/9 Attempt writing stories/ use key features of narrative.

    1/9 Create short simple texts on paper/combine words with images.


1/3c Explain views to others.

    1/10 Write simple structures.

    R&1/11 Begin to write / Compose simple sentences.

    1/11 Use captial letters & full stops when punctuating simple sentences.

    R&1/12 Form recognisable letters, write with spaces between words.


Teach this 2nd:

Using the writing frame included in plan resources, model to chn how to complete the speech bubbles for each character and also the uncompleted starter sentences.



Teach this first :

Give chn time to work in groups of 4 – use the pairs from y’day who join with another pair to make the group. Chn share their conversation, with the observing pair giving feedback. Explain to chn that they must focus on:

*Using repeated sentence,

*Having both Swallow and another animal talk,

*The conversation making sense.


Easy

The plan resources for these chn have the repeated phrase copied into Swallow’s speech bubble. Chn draw an animal and complete that animal’s speech bubble. TA to support chn in sounding out and scribing their sentences.

Medium/Hard

Chn focus on scribing what their animal says to Swallow. TD



Children can:

1. Use familiar structure of a known story to write own story.



Medium/Hard

2. Write in whole sentences.

3. Use careful handwriting and leave spaces between words.


Plenary

Chn draw an illustration of the animal in their story.

Chn then swap their piece of learning with their partner ( in mixed-ability groups) who reads through the writing to ensure that it makes sense and that it includes: (i) Capital letters, full stops and finger spaces; (ii) Ideas that make sense.

Wk 2 Friday

Main focus: Complete own pages, using speech bubbles.

R/1 Use talk to organise

R/10. Use writing for purposes.


    1/9. Create simple texts combining words and images.

Chn complete their additional page for the story. They write Swallow’s speech bubble, and illustrate it appropriately.

Easy Chn need to complete a drawing of Swallow.

Medium/Hard Chn copy out the repeated phrase, and include it in Swallow’s speech bubble.



    Children can:

    1. Complete additional pages/add illustrations.



    Medium/Hard

3. Complete writing for stories, sounding out words, using legible handwriting and leaving spaces between words.

Plenary

Read the animated tale once more, encouraging chn to join in the repeated sentences. Pause before Swallow speaks to hedgehog and include pages that chn have prepared.



Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught

Easy

Medium

Hard

  1. Share stories with others, recognising repeating words and phrases.

  2. Match words spoken and read.

  3. Recognise the setting of a story.

  4. Compare story settings.
  5. Identify the main characters in a story.


  6. Sequence a story by acting it out.

  7. Discuss characters in stories.

  8. Sound words out to spell them.

  9. Working with the teacher in a group, plan a new page for a story.

  10. Discuss ideas with a partner.

  11. Begin to write in sentences.

  12. Form most letters correctly.

  13. Recognise speech bubbles.

  14. Create a list of ideas.

  1. Share stories with others, recognising repeating words and phrases.

  1. Read well-known stories, recognising familiar words and phrases.

  2. Match words spoken and read.

  1. Identify the setting of a story.

  2. Share familiar stories and identify the settings of each one.

  3. Identify the main characters in a story.

  4. Sequence a story by acting it out, taking different roles.

  5. Recognise speech bubbles.

  6. Create a list of ideas.

  1. Use phonic skills and knowledge of spelling patterns.

  1. Plan a new page for a story, based on one read, discussing ideas with a partner.

  1. Write in complete sentences, beginning to add full stops and capital letters.

  2. Form letters correctly and leave spaces between words.

  1. Read stories with some confidence, recognising familiar words and phrases and using word-attack skills to decode unfamiliar words.

  2. Match words spoken and read.

  3. Confidently identify the setting of a story.

  1. Identify the main characters in a story, discuss and describe them.

  2. Sequence a story by acting it out, taking the roles of the main characters.
  3. Recognise speech bubbles.


  1. Create a list of ideas.

  2. Use phonic skills and knowledge of spelling patterns.

  1. Relate stories read to own experience.

  2. Plan a new page for a story based on one read.

  3. Discuss ideas with a partner.

  1. Write in complete sentences and demarcate with full stops and capital letters.

  2. Form letters correctly and leave spaces between words.


Texts

Monkey and Me by Emily Gravette, published by Macmillan ISBN: 9780230015838 or 978-0230739437

The Swallow, an Animated Tale available from Hamilton Trust website.


© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. R/Y1 N Unit 2B – SprB – 2Weeks


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