St. Peter’s Early Years Unit Medium Term Planning Communication, Language and Literacy Summer 1 Stories and rhymes



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St. Peter’s Early Years Unit Medium Term Planning Communication, Language and Literacy


Summer 1 Stories and rhymes


Development Matters

Effective Practice:

Adult-led activities

Effective Practice:

Opportunities to explore and apply

Look, listen and note

Week 1 (please make reference to coded system for planning CLL)
What makes plants grow?
LfC 7,9,12,13,14,17,19,20,24,25

LfT3,5,6,7,8,9,10,11

R5,6,7,8,9,10,11,12,13,14,15,16

W5,6,7,8


LSL 7,8,9,11

H2,3,4,5,6,7




1. Eddie’s Garden and how to make things grow by Sarah Garland Read the story of Eddies Garden and how to make things grow by Sarah Garland in order to introduce discussion about plants and growth. Children will be expected to respond accordingly to the text, with relevant questions, thoughts and actions. VAK X curric. PSED, KUW

2. Label parts of plants and flowers The children will label parts of plants and flowers. Children will be encouraged to talk about their features before writing the labels. More able children will write the labels independently. Average ability children will write the words with support, by writing the sounds they can hear. Less able children will under, over or copy write labels. VAK X curric. PSED, KUW


3. Complete diagrams showing what plants need in order to grow After completing the activity on http://www.ngfl-cymru.org.uk/vtc/ plants_light_water_to_grow/eng/Introduction/

MainSession.htm the children will complete a diagram which shows what plants need in order to grow. VAK X curric. PSED, KUW

4. Instruction book- how to plant and grow seeds The children will work in small mixed ability groups to write an instruction book about how to plant and grow seeds. VAK X curric. KUW, PSED

5. ORT- twice weekly guided reading The children will be assessed on their recall of ORT key words. Children will read a book suitable to their ability level and interest. VAK X curric. PSED

5. Letters and Sounds Letters and Sounds sessions will be delivered throughout the week. Children will access these according to ability. Refer to Letters and Sounds planning. X curric. PSED, PD, CD


Mark making area

The children will be provided with a range of different marking making equipment and tools for them to use in their own play and learning.



Reading area

The children will be encouraged to utilise the themed reading area.



Letters and Sounds

Opportunities for the children to explore and apply their knowledge of letters and sounds will be provided throughout the week. This may include using letter dough cutters, sound balls in the water, hanging letters on the fence outside etc. CVC word cards may be set in jelly, ice, cornflour, for the children to find and sound out. Can you match the word to the object?


Clipboards

The children will be provided with clipboards for use within every area within the Unit. These will give the children chance to write as a means of recording and for a variety of different purposes.


Garden centre role play

The children will engage in role play within a Garden Centre. This will give the children the opportunity to Use their imagination in imaginative and role-play. VAK X curric. PSED, CLL, KUW



Look, listen and note whether children use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

Feedback during weekly team meeting.



Related ELGs X Curricular links

(please make reference to coded system for planning in the additional five areas of learning)
EE&CI10,11

DIIP9


E&I11,12,13,14

ICT7


P5,6

D&A9,10,11

SC10


Related Profile Points

Dispositions and attitudes 5,6,7,8,9

Social development 1,2,3,4,5,6,7,8,9

Emotional development 2,3,4,5,7,8,9

Lang. for com. & thinking 1,2,3,4,5,6,7,8,9

Linking sounds & letters 1,2,3,4,5,6,7,8,9

Reading 1,2,3,4,5,6,7,8,9

Writing 1,2,3,4,5,6,7,8,9

K and U of the world 1,2,3,4,5,7

Creative development 1,2,3,5,7,8

Physical development 5,6

Key vocabulary plant, flower, seed, root, stem, leaf, grow, light, warmth, heat, sun, non-fiction, instructions, label




Development Matters

Effective Practice:

Adult-led activities

Effective Practice:

Opportunities to explore and apply

Look, listen and note

Week 2 (please make reference to coded system for planning CLL)
What makes you bad tempered?
R2,3,4,5,6,7,8,9,10,11,12,13,

14,15,16


LfC9,12,14,15,20,24,25

LfT3,5,6,7,8,9,10

W5,6,7,8

LSL 7,8,9,11

H2,3,4,5,6,7



1. The bad tempered ladybird Read the story of The bad tempered ladybird by Eric Carle in order to introduce discussion about minibeasts and insects. Children will be expected to respond accordingly to the text, with relevant questions, thoughts and actions. VAK X curric. PSED, KUW, PSRN

2. What makes you bad tempered?- guided writing Children will first talk about what makes them feel bad tempered before writing their thoughts. More able children will write their sentences independently. Average ability children will write the sentences with support, by writing the sounds they can hear in words. Less able children will under, over or copy-write their sentence. VAK X curric. PSED, CLL

3. Hey you, want a fight? Re-read The bad tempered ladybird before holding a discussion about angry feelings. Think of things to do instead of being angry and fighting. Children will then draw an animal of their choice (or a person if they wish) and they should come up with and write a response to the ladybird that was not angry and not about fighting. Encourage children to think of alternatives to fighting. VAK X curric. PSED, KUW, PD

4. ORT- twice weekly guided reading The children will be assessed on their recall of ORT key words. Children will read a book suitable to their ability level and interest. These books can be taken home and shared with family. VAK X curric. PSED, CD, KUW

5. Letters and Sounds

Letters and Sounds sessions will be delivered throughout the week. Children will access these according to ability. Refer to Letters and Sounds planning for more information.

X curric. PSED, PD, CD


Mark making area

The children will be provided with a range of different marking making equipment and tools for them to use in their own play and learning.



Reading area

The children will be encouraged to utilise the themed reading area.



Letters and Sounds

Opportunities for the children to explore and apply their knowledge of letters and sounds will be provided throughout the week. This may include using letter dough cutters, sound balls in the water, hanging letters on the fence outside etc. CVC word cards may be set in jelly, ice, cornflour, for the children to find and sound out. Can you match the word to the object?



Clipboards

The children will be provided with clipboards for use within every area within the Unit. These will give the children chance to write as a means of recording and for a variety of different purposes.


Garden centre role play

The children will engage in role play within a Garden Centre. This will give the children the opportunity to play co-operatively as part of a group to act out a narrative VAK X curric. PSED, CLL, KUW


Look, listen and note whether children use talk to organise, sequence and clarify thinking, ideas, feelings and events.


Feedback during weekly team meeting.



Related ELGs X Curricular links

(please make reference to coded system for planning in the additional five areas of learning)
D&A9,10,11

S-C&SE10,11

BSC6,7

SoC7,8


EE&CI10,11

DIIP9


E&I11,12,13,14

ICT7


P5,6


Related Profile Points

Related Profile Points

Dispositions and attitudes 5,6,7,8,9

Social development 1,2,3,4,5,6,7,8,9

Emotional development 2,3,4,5,7,8,9

Lang. for com. & thinking 1,2,3,4,5,6,7,8,9

Linking sounds & letters 1,2,3,4,5,6,7,8,9

Reading 1,2,3,4,5,6,7,8,9

Writing 1,2,3,4,5,6,7,8,9

K and U of the world 1,2,3,4,5,7

Creative development 1,2,3,5,7,8

Physical development 5,6


Key vocabulary bad temper, ladybird, grumpy, feelings, write, spell, letter sounds

Development Matters


Effective Practice:

Adult-led activities

Effective Practice:

Opportunities to explore and apply

Look, listen and note

Week 3 (please make reference to coded system for planning CLL)
Why is the spider busy?
R7,8,9,10,14,15,16

LfC 5,24,25

LfT10,11

W5,6,7,8


LSL 7,8,9,11

H2,3,4,5,6,7




1. Aargh! Spider! by Lydia Monks Read the story of Aaargh! Spiders! by Lydia Monks in order to introduce discussion about spiders. Children will be expected to respond accordingly. VAK X curric. PSED, KUW, CD

2. The very busy spider by Eric Carle Read the story of The very busty spider by Eric Carle in order to discuss spiders and their features. Children will be expected to respond accordingly. VAK X curric. PSED, KUW, CD

3. Spider book The children will learn and discuss facts about spiders. How are they different from insects? How many legs do they have? What do they like to eat? The children will make a spider fact book. The children will write spider facts in spider books. To finish, the children will glue on legs, and wiggly eyes. More able children will write the spider facts independently. Average ability children will write the spider facts with support, by writing the sounds they can hear in words. Less able children will under, over or copy-write. VAK X curric. PSED, KUW, PD, CD


4. Label parts of a spider The children will use magnifying glasses and digital microscope to take a close look at spiders. The children will be asked to label the main parts of a spider. More able children will write the labels independently. Average ability children will write the words with support, by writing the sounds they can hear. Less able children will under, over or copy write labels VAK X curric. PSED, KUW

5. ORT- twice weekly guided reading The children will be assessed on their recall of ORT key words. Children will read a book suitable to their ability level and interest. These books can be taken home and shared with family. VAK X curric. PSED, CD, KUW

6. Letters and Sounds Letters and Sounds sessions will be delivered through the week. Children will access these according to ability. Refer to L&S planning for more information. VAK X curric. PSED, PD, CD


Mark making area

The children will be provided with a range of different marking making equipment and tools for them to use in their own play and learning.



Reading area

The children will be encouraged to utilise the themed reading area.



Letters and Sounds

Opportunities for the children to explore and apply their knowledge of letters and sounds will be provided throughout the week. This may include using letter dough cutters, sound balls in the water, hanging letters on the fence outside etc. CVC word cards may be set in jelly, ice, cornflour, for the children to find and sound out. Can you match the word to the object?



Clipboards

The children will be provided with clipboards for use within every area within the Unit. These will give the children chance to write as a means of recording and for a variety of different purposes.


Flower shop role play

The children will engage in role play within a florists. This will give the children the opportunity to play alongside one another and use language appropriate to the theme. VAK X curric. PSED, CLL, KUW


Look, listen and note whether children use vocabulary and forms of speech that are increasingly influenced by their experience of books.


Feedback during weekly team meeting.



Related ELGs X Curricular links

(please make reference to coded system for planning in the additional five areas of learning)
D&A9,10,11

S-C&SE10,11

BSC6,7

SoC7,8


EE&CI10,11

DIIP9


E&I11,12,13,14

ICT7


P5,6


Related Profile Points

Dispositions and attitudes 5,6,7,8,9

Social development 1,2,3,4,5,6,7,8,9

Emotional development 2,3,4,5,7,8,9

Lang. for com. & thinking 1,2,3,4,5,6,7,8,9

Linking sounds & letters 1,2,3,4,5,6,7,8,9

Reading 1,2,3,4,5,6,7,8,9

Writing 1,2,3,4,5,6,7,8,9

K and U of the world 1,2,3,4,5,7

Creative development 1,2,3,5,7,8

Physical development 5,6


Key vocabulary spider, body part names, arachnid, write, spell, letter sounds


Development Matters


Effective Practice:

Adult-led activities

Effective Practice:

Opportunities to explore and apply

Look, listen and note

Week 4 (please make reference to coded system for planning CLL)
What does Jack need in order to make his beans grow?
LfC2,5,9,19,24,25

LfT2,5,6,7,8,9,10,11

W5,6,7,8

LSL 7,8,9,11

H2,3,4,5,6,7

R7,8,9,10,14,15,16




1. Jasper’s beanstalk by Nick Butterworth. Read the story of Jasper’s Beanstalk by Nick Butterworth in order to introduce discussion about beanstalks, beans and their growth. VAK X curric. PSED, KUW, PSRN

2. Jack and the beanstalk Read the traditional story of Jack and the beanstalk. Children will be expected to respond accordingly to the text, with relevant questions, thoughts and actions. VAK X curric. PSED, KUW, CD

3. Beanstalk stories The children will write bean stalk stories, each having a clear beginning, middle and end. More able children will write their stories independently. Average ability children will write their stories with support, by writing the sounds they can hear in words. Less able children will under, over or copy-write. VAK X curric. PSED, KUW, CD, PD

4. Bean diary After planting a bean, the children will begin a bean diary which will be completed over the following weeks. Children will record the growth of the bean and draw a diagram to show what has happened. More able children will write the labels independently. Average ability children will write the words with support, by writing the sounds they can hear. Less able children will under, over or copy write labels VAK X curric. PSED, KUW, CD, PD


5. ORT- twice weekly guided reading The children will be assessed on their recall of ORT key words. Children will read a book suitable to their ability level and interest. These books can be taken home and shared with family. VAK X curric. PSED, CD, KUW

6. Letters and Sounds Letters and Sounds sessions will be delivered throughout the week. Children will access these according to ability. Refer to L&S planning for more info. X curric. PSED, PD


Mark making area

The children will be provided with a range of different marking making equipment and tools for them to use in their own play and learning.



Reading area

The children will be encouraged to utilise the themed reading area.



Letters and Sounds

Opportunities for the children to explore and apply their knowledge of letters and sounds will be provided throughout the week. This may include using letter dough cutters, sound balls in the water, hanging letters on the fence outside etc. CVC word cards may be set in jelly, ice, cornflour, for the children to find and sound out. Can you match the word to the object?



Clipboards

The children will be provided with clipboards for use within every area within the Unit. These will give the children chance to write as a means of recording and for a variety of different purposes.



Flower shop role play

The children will engage in role play within a florists. This will give the children the opportunity to act out narratives and to take on the role and vocabulary of others. VAK X curric. PSED, CLL, KUW



Look, listen and note whether children know that print carries meaning and, in English, is read from left to right and top to bottom.


Feedback during weekly team meeting.

Related ELGs X Curricular links

(please make reference to coded system for planning in the additional five areas of learning)
D&A9,10,11

S-C&SE10,11

EE&CI10,11

DIIP9


E&I11,12,13,14

ICT7


P5,6


Related Profile Points

Dispositions and attitudes 5,6,7,8,9

Social development 1,2,3,4,5,6,7,8,9

Emotional development 2,3,4,5,7,8,9

Lang. for com. & thinking 1,2,3,4,5,6,7,8,9

Linking sounds & letters 1,2,3,4,5,6,7,8,9

Reading 1,2,3,4,5,6,7,8,9

Writing 1,2,3,4,5,6,7,8,9

K and U of the world 1,2,3,4,5,7

Creative development 1,2,3,5,7,8

Physical development 5,6


Key vocabulary beans, beanstalk, plant, days of the week, diary, story, letter sounds



Development Matters

Effective Practice:

Adult-led activities

Effective Practice:

Opportunities to explore and apply


Look, listen and note

Week 5 (please make reference to coded system for planning CLL)
Why is the caterpillar always hungry?
LfC5,6,9,12,19,20,24,25

LfT4,5,6,7,8,9,10,11

W5,6,7,8

LSL 7,8,9,11

H2,3,4,5,6,7

R7,8,9,10,14,15,16



1. The very hungry caterpillar Read the story of The very hungry caterpillar by Eric Carle. Children will be expected to respond accordingly to the text, with relevant questions, thoughts and actions. VAK X curric. PSED, KUW

2. Zig-zag books featuring the lifecycle of a butterfly After listening to the story of the very hungry caterpillar, the children will be asked to make zig-zag books to sequence the lifecycle of a butterfly. Children will label the pictures accordingly. More able children will write the labels independently. Average ability children will write the words with support, by writing the sounds they can hear. Less able children will under, over or copy write labels VAK X curric. PSED, KUW, PD

3. Re-enact the story of the very hungry caterpillar The children will be invited to re-enact the story of the very hungry caterpillar using plastic fruit and puppets. VAK X curric. PSED, CD

4. ORT- twice weekly guided reading The children will be assessed on their recall of ORT key words. Children will read a book suitable to their ability level and interest. These books can be taken home and shared with family. VAK X curric. PSED, CD, KUW

5. Letters and Sounds Letters and Sounds sessions will be delivered throughout the week. Children will access these according to ability. Refer to Letters and Sounds planning for more information. VAK X curric. PSED, PD, CD



Mark making area

The children will be provided with a range of different marking making equipment and tools for them to use in their own play and learning.



Reading area

The children will be encouraged to utilise the themed reading area.



Letters and Sounds

Opportunities for the children to explore and apply their knowledge of letters and sounds will be provided throughout the week. This may include using letter dough cutters, sound balls in the water, hanging letters on the fence outside etc. CVC word cards may be set in jelly, ice, cornflour, for the children to find and sound out. Can you match the word to the object?



Clipboards

The children will be provided with clipboards for use within every area within the Unit. These will give the children chance to write as a means of recording and for a variety of different purposes.



The giant’s castle

The children will engage in role play within the Giant’s castle from the story of Jack and the beanstalk. Props will include oversized objects, a harp, chicken, oven etc. Children will have the opportunity to play different roles and to retell the story in the correct sequence.



Look, listen and note whether children use talk to organise, sequence and clarify thinking, ideas, feelings and events.

Feedback during weekly team meeting.



Related ELGs X Curricular links

(please make reference to coded system for planning in the additional five areas of learning)

D&A9,10,11

S-C&SE10,11

EE&CI10,11

DIIP9


E&I11,12,13,14

ICT7


P5,6


Related Profile Points

Related Profile Points

Dispositions and attitudes 5,6,7,8,9

Social development 1,2,3,4,5,6,7,8,9

Emotional development 2,3,4,5,7,8,9

Lang. for com. & thinking 1,2,3,4,5,6,7,8,9

Linking sounds & letters 1,2,3,4,5,6,7,8,9

Reading 1,2,3,4,5,6,7,8,9

Writing 1,2,3,4,5,6,7,8,9

K and U of the world 1,2,3,4,5,7

Creative development 1,2,3,5,7,8

Physical development 5,6

Shape, space and measures 4





Key vocabulary hungry, caterpillar, lifecycle, cocoon, pupa, drama, act out, letter sounds



Week 6- Review and recap. Assessments.


VAK in orange differentiation in red X curricular links in green






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