Y1/Y2 : Autumn Term Fiction: Plan 1A Stories in familiar settings Main texts: The Tiger Who Came to Tea, Dogger, Whatever Next
Whole class teaching
Show chn The Tiger Who Came to Teaby Judith Kerr. What do they think the story might be about? Ask if anyone knows how we could find this out without reading the book. Turn to the back page and explain the purpose of a blurb and ask a Y2 child to read it to the class. Does it make you want to open the book now? Who is the Author? Do they know of any other books she has written? Read the book. Ask chn if they enjoyed it. Which parts were their favourite? Why? Now read through the story again but this time pausing and discussing what is happening on each page in more detail. Ask lots of questions to check understanding e.g. What is a grocer? How might Sophie have felt when she opened the door? etc.
Comprehension 1/Spoken language 1
Who wrote The Tiger Who Came to Tea? Judith Kerr! Turn to the first page in the book to show chn that it shows us more books she has written. Choose one of the Mog books, e.g. Mog’s Bad Thing and read it to chn. Did they enjoy it? Which parts did they like the best? (probably Mog going to the toilet on Daddy’s seat!) Are there any similarities between this book and The Tiger Who Came to Tea? Pick a tricky word from the book and pretend you don’t know what it is. Ask chn to give you strategies to work out its meaning. Discuss which ones were effective (see resources).
Comprehension 2: group reading / Word reading 1
What animals have we met in our stories so far? A cat, tiger and a goat! Ask chn to imagine that an animal is going to visit them – what type of animal would they choose to come to their house? Discuss with a talk partner. Why would they choose that animal? What chaos might it cause? Feedback ideas. Tell chn we will plan a simple story based on The Tiger Who Came to Tea. Write the following structure on the IWB: Beginning: an animal comes to the house / Middle: What do they do with the animal? What chaos does it cause? / End: What happens after the animal has gone? Make up a story together that fits the structure and model writing notes in one of the planning sheets (see resources). Composition 1 Chn need to bring in a favourite soft toy hidden in a bag for Friday’s and Monday’s sessions
Look at yesterday’s class planning sheet. We will start writing our stories today! How should we begin? With a knock at the door! Who’s there? Model writing the Beginning and show chn how to keep referring back to the planning sheet for ideas. Move on to Middle. Read the planner and encourage chn to suggest sentences, reinforcing using correct punctuation. Challenge Y2 chn to give you sentences with lots of description and pop in a ‘boring’ sentence, which they can help to make interesting. Continue to the ending of the story then re-read altogether & amend or improve any sentences that need it. Composition 2 Grammar 1
Show chn Dogger. Has anyone read this before? Discuss the author and read the blurb before reading story to chn. Look at the first page and talk about Dogger’s description. It describes him in lots of detail and builds a vivid picture in our mind. Tell chn you have your fav soft toy behind your back and you are going to describe it to them. Model using lots of detail and then choose chn to see if they can remember diff descriptions you have said. Show them the toy. Is it how they expected it to look? If so then you did a good job at describing! What sort of questions could they ask to find out more about it?
Spoken language 2
Y1/2 Pupils to be taught to:
e. participate actively in collaborative conversations
f. develop understanding through imagining and exploring ideas
Organise chn into similar ability groups of four. First they discuss what their favourite parts of The Tiger Who Came to Tea were and why. Provide some copied pages from the book as discussion points. Chn choose a page and discuss as a group what is happening. Y1 chn act out the story in their groups, dividing up the roles of mother, tiger, Sophie and father. They remember as many of the key parts as they can, including words they can recall from the book or they can improvise their own.
Plenary: Briefly discuss each group’s favourite parts and see if there is an agreement. Then ask some Y1 groups to act out their drama to the rest of the class.
The Tiger Who Came to Tea by Judith Kerr
Copies of pages from the book
Y1/2 Pupils to be taught to:
b. ask relevant questions
c. articulate and justify answers
d. give well-structured descriptions and explanations
2. Friday: Describing a favourite toy
Chn take it in turns to describe their favourite toy to a partner of similar ability. They hide their toy from the other child in a bag and then they describe how it looks in as much detail as they can. Tell chn they will need to listen very carefully to their partner as they might be chosen to describe their partner’s toy and not their own!
Y2 chn use extended sentences and think carefully about choosing powerful and interesting words to give their description more impact. They also use the prompt discussion strips to extend discussions after taking it in turns to describe their favourite toy to their partner.
Y1 chn draw their partner’s toy before revealing what it really looks like. How close were they?
Plenary: Choose chn to describe their partner’s favourite toy. Have they been listening? Their partner decides whether they have been a good listening partner.
Prompts for discussion (see resources)
Favourite soft toys brought in from home and hidden in a bag
Y1/2 Develop pleasure in reading, motivation to read, vocabulary and understanding by:
a. listening to and discussing a wide range of stories
In their groups chn draw out parts of the story to support their viewpoint, e.g. ‘I found it funny when the tiger swallowed the buns in one big mouthful.’ They describe what is happening on their pages by putting the story into their own words and also discuss how the characters might be feeling, what they might be thinking, etc. Plenary: See Spoken language 1.
The Tiger Who Came to Tea by Judith Kerr
2. Tuesday: Group reading
Y1 chn read Goat’s Sore Tummy and Y2 chn read a chosen book by Judith Kerr.
Stop at various points of the story to check comprehension. Ask chn to tell you what has happened so far. What might happen next? How did the character feel? Who did they meet? Etc.
Plenary: Bring chn together with the books they have read in their groups. Discuss the different animals that feature in the houses – tiger, cat, goat. What were these animals like? (Sad/happy? Nice/scary?) Did chn enjoy their stories? Would they recommend them to another group to read in quiet reading later?
Various books by Judith Kerr (see booklist below)
Hamilton Group Reader – Goat’s Sore Tummy (see web-link below)
Reading strategies (resources)
Y1/2 Pupils should be taught to:
a. apply phonic knowledge and skills
h/g. read books aloud
1. Tuesday: Group Reading
Tell chn they are going to read some stories with some more animals in them! Provide copies of the reading strategies (see resources) for them to use with adult guidance when they become stuck on a word.
Y1 chn have copies and read Goat’s Sore Tummy (Hamilton group reader) which can be found on the link below. TA to support
Y2 chn have a selection of other Judith Kerr books including Mog the Forgetful Cat and other Mog books (see book list below). Chn read through the books in small groups and discuss what they enjoyed and any similarities between the stories. Teacher here Plenary: See Comprehension 2.
Y1/2 Pupils should be taught to:
c/a. use full stops and capital letters
1. Thursday: Use full stops and capital letters
Remind chn to use capital letters at the beginning of their sentences and full stops at the end. Encourage chn to re-read their work to check they have done this. They can then make any necessary amendments.
Pupils should be taught to: Discuss what they have written with teacher
Y2: Consider what they are going to write by:
a. planning or saying aloud what they are going to write about
b. writing down ideas/key words
1. Wednesday: Planning a story based on The Tiger Who Came to Tea
Provide chn with an enlarged differentiated story planning sheet (see resources). TA to run though the Y1 planner and ask them to think about what will happen in each part of their story using the planner to structure their ideas, e.g. what animal will knock on the door? What will the animal do in the house and then what happens after it has gone? They draw pictures and write some words for each part of the planner. They then read and discuss their ideas with an adult and further ideas can be scribed onto their sheet.
Y2 chn use the other story-planning sheet (see resources). They add more detail e.g. what the animal and family do together, e.g. have a picnic, paint a picture, make cakes, etc. and then what chaos it causes, e.g. elephant sitting on the paints and leaving bottom prints everywhere! They also add description about what the animal looks like.
Plenary: Y2 chn pair up with a Y1 child. They take it in turns to read through their planner and discuss their story idea. Y2 chn add any extra detail the Y1 child describes to their planner.
Differentiated story planning sheets:
Y1- Space to draw their ideas (see resources)
Y1 Write sentences by:
a. composing sentences orally
c. sequencing sentences
Y2 Consider what to write by:
g. encapsulating what they want to say
2. Thursday Writing their stories from their planner
Provide Y1 chn with the story-writing frame, enlarged. Y2 can write straight into their books. Give chn 3 minutes to read though their planner to make sure their ideas are clear in their heads before writing. Chn begin writing their stories.
Y2 chn write sentences using lots of description and detail to keep the reader interested. Remind chn to keep referring back to their planner to keep them on track.
Y1 chn aim to write a sentence for each section, although less confident chn may need to work with a TA to achieve this.
Plenary: What was the naughtiest thing their animal did? Chn take their stories home to share with a special adult.
Completed planning sheets from Wednesday’s session
Story frame (see resources)
Whole class teaching
Re-read Dogger to chn. Enlarge 1st page and look at picture of Dogger. Read description again together: One of his ears pointed upwards and the other flopped over. Can we find a joining word that makes the sentence longer? Underline ‘and’. Show how it has joined the sentences One of his ears pointed upwards. The other flopped over. Rpt with: He had 3p but that wasn’t enough. Find more examples in the book. Model joining simple sentences using and/but, reminding chn about full stops and capital letters and finger spaces (see resources).
Send Y1 to work with TA. Enlarge picture of Dogger and other toys on the stall. Model some longer sentences and work on adding descriptive words for more detail, e.g. The doll has blue eyes and a dress. Chn discuss & rewrite on w/bs adding in more description, e.g. The china doll had crystal blue eyes and a frilly shiny pink dress. Feedback; model writing the new sentence. Rpt with other toys. Grammar 2/ Composition 3
Read Whatever Next! By Jill Murphy. Did they enjoy it? What was their favourite part? Did they think the teddy really did go into space? Explain that this story has a simple structure. Discuss the different parts and display the story pegs (see resources) on a washing line as you come across them: 1. Find household objects somewhere in the house 2. Turn these into some-thing to travel on. 3. Go somewhere. 4. Have an adventure or picnic. 5. Go home to bed. Enlarge story planner sheet (see resources) and plan a funny story together using the story pegs as guidance. Look at the word can’t. Discuss the fact this is a contraction of cannot where the apostrophe shows where a letter or letter/s would be if the words were written in full. Find more examples, e.g. it’s, that’s, etc. Y2 spelling homework (see resources). Composition 4/ Transcription 2
Re-read Whatever Next! to chn and Jumble up the story pegs from yesterday (see resources). They discuss with a partner which order they should be in. Enlarge a confident child’s planning sheet and read through it, relating each part to the story structure pegs. Does it make sense? Will it be a good story? Would you want to read it? Return to class plan and model writing the beginning of the story, using ideas from last week as well. Encourage Y2 chn to give descriptive sentences to describe what the machine looks like. Remind them to use some joining words and or but. Composition 5/ Transcription 3
Draw a large exclamation mark on the IWB. Tell chn that it is used to show someone is surprised, excited, shouting or giving a command. Look at the title - Whatever Next!Why is an exclamation mark used here? Discuss. Now draw a question mark - it is used to show a question is being asked.Look at the 1st page and write Can I go to the moon? Who is asking the question? Baby Bear. Find more examples and discuss them, e.g. WHOOSH! Where are you off to? Would you like to come to? Look at further examples (see resources). Do these need a question mark or an exclamation mark? Chn hold up their w/bs with the answer.Composition 6/ Grammar 3
Ask chn to turn to a talking partner and tell them their favourite story they have read over the last two weeks and explain the reasons why that is the best. Draw up a list and see which story was the most popular. Tell chn they are going to make up oral stories based on the ones we have read. Take the most popular story and choose the folding story (see resources). Like the popular game they fill in the section then fold over each time. Reveal the story plan by unfolding. Model creating a funny oral story from chn’s ideas.
Spoken Language 3
Y1/Y2 Pupils should be taught to:
d. give well-structured descriptions
f. use spoken language to develop understanding through imagining and exploring ideas
h. participate in performances
3. Friday: Create an oral story based on a well-known narrative
In mixed ability pairs chn decide which story they want to choose. They use the concertina planner (see resources). They take it in turns to draw (Y1) or write (Y2) something brief under each fold. They keep the different parts a secret from their partner. They then reveal the story ideas and together create an oral story, making it as funny as possible! They might take it in turns to tell the diff parts or one might be the characters the other the narrator. They rehearse and add lots of expression to make it interesting. Move round. Record stories, telling chn to use loud, clear voices.
Plenary: Listen back to their performances. Link them as MP3 files on the school website.
Concertina planners (see resources)
Y1 Spell by:
d. learning more contracted forms
Y2 Apply simple spelling rules and guidelines (contractions)
2. Tuesday: Find examples of contractions in the story and learn spellings
Chn work with the teacher to find more examples of contractions in the story. They discuss what the word would be if it were written in full, e.g. can’t – cannot. They look at the letter/s that the apostrophe has replaced. They can take home a spelling list for homework.
3. Wednesday: Use neat handwriting to write their stories See Composition 5.
Remind chn to use finger spaces when writing their sentences and to keep their writing a consistent size as much a possible. Model any letter the chn are struggling to form correctly and make a note of these.
Differentiated Y1/2 spelling lists (see resources)
Develop their understanding of concepts set out in App 2 by:
Y1 a. leaving spaces between words
b. joining sentences using
c. use full stops and capital letters
Y2 a. learning how to use familiar punctuation
c. expand noun phrases to describe
Y2 Learn how to use co-ordination using ‘and’ or ‘but’
2. Monday Joining sentences using ‘and’ or ‘but’
Y1 chn work with a TA on writing sentences about their favourite toys (kept in school from Friday or brought in again). They think of a sentence with and or but then say it aloud before writing it down using finger spaces, e.g. My favourite toy is a rabbit and he has floppy ears. My favourite toy is a rag doll but she is very old. Remind them to use full stops and capital letters.
Y2 chn also make up sentences about their favourite toy but work on adding lots of detail and description as well as e.g. My favourite toy is a large, velvet turtle and she has a blue sparkly shell. They re-read and underline the joining word (and or but) to make sure they have included one. Remind chn to use full stops/capital letters in correct places.
Plenary: Choose chn to read out their best sentence joined with either and or but to the rest of the class.
Dogger by Shirley Hughes
Examples of sentences joined by and or but
Develop their understanding of concepts by:
Y1 c. begin to use question and exclamation marks
Y2 a. learning how to use question and exclamation marks Y2 Learn how to use co-ordination using ‘and’ or ‘but’
Remind chn to use and or but to join their sentences to add more detail and description.
Y2 chn Encourage chn to use question marks and exclamation marks in their writing in the appropriate places.
Whatever Next! J. Murphy
Examples of sentences with question and exclamation marks (see resources)
Y1 Write by:
a. saying aloud what they are going to write about
Y1/2 d/i. re-reading their work
Y2 Make simple additions by:
j. proof-reading grammar
3. Monday: Writing descriptive sentences
Y1 - Work with a TA to write simple sentences about their favourite toy. They talk through their sentences first, counting out how many words are in the sentence before writing it down. Once they have written it down they re-read it to themselves or an adult to check that it makes sense. Have they got the right number of words in their sentence?
Y2 chn read back and see if they can add more description or substitute words for a greater effect.
Plenary: See Grammar 2.
Y1 Write by:
b. composing a sentence orally
Discuss what they have written
Y2 Consider what they are going to write by:
e. planning or saying aloud what they are going to write
f. writing down ideas/key words
4. Tuesday: Planning their own story based on Whatever Next!
Provide the chn with the differentiated planning sheets (see resources).
Y2 chn plan a five-part story. Chn work with a partner to talk through their ideas first. Explain they can ‘borrow’ ideas from each other to help them plan their story.
Y1 chn plan a three-part story with teacher or TA. Once they have some solid ideas they use the appropriate planning sheet to record these. Remind chn that when planning they do not have to write lengthy sentences as this is just a plan not the actual story.
Plenary: Chn pair up with a partner and describe the wonderful machines they have invented to travel on. What did they make them from? How fast are they? etc.
Provide Y1 chn with the story frame sheet (see resources) to help them structure their writing. Today they aim to write one sentence about what they made to travel in and where they travelled. Remind chn to say their sentence aloud before writing it.
Y2 chn remember to add lots of description to their writing. Explain that when you are marking them you don’t want to fall asleep because of any boring sentences! Highlight any good examples and read them to the rest of the class in a series of mini plenaries.
Plenary: Have lots of mini plenaries to highlight good writing and description.
Story writing frame (see resources)
6. Thursday: Finish their stories
Y1 chn continue to use their structured writing sheet. In this session all chn aim to finish their stories and write two more sentences. One about whom they met and then one about what they did when they got home.
Plenary: Arrange for chn to share their stories with a child in another class. Make some time to create some illustrations to go with their story and bind together.
The Tiger Who Came to Tea by Judith Kerr, HarperCollins ISBN: 978-0007215997
Whatever Next! by Jill Murphy, Macmillan Children’s Books, ISBN:978-1447202622
Dogger by Shirley Hughes, Red Fox ISBN: 978-1862308053
Other books by Judith Kerr:
Mog the Forgetful Cat by Judith Kerr, HarperCollins, ISBN: 978-0007171347
Mog and the Baby by Judith Kerr, HarperCollins, ISBN: 978-0007171323
Mog in the Dark by Judith Kerr, HarperCollins, ISBN: 978-0007171330
Mog’s Bad Thing by Judith Kerr, HarperCollins, ISBN: 978-0006647553
Mog and Bunny by Judith Kerr, HarperCollins, ISBN: 978-0007528080
Mog on Fox Night by Judith Kerr, HarperCollins, ISBN: 978-0007171361
Goat’s Sore Tummy by Ruth Merttens and Jackie Abey, Hamilton Group Readers available in packs of six for £7.50 from http://www.hamiltoneducation.org.uk/GroupReading_Year1.php
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
Scroll down for outcomes
1. Discuss the features of a story.
2. Work independently as part of a group.
3. Discuss what they like about the stories using their own vocabulary.
1. Read familiar and unfamiliar books.
2. Sound out words to read them.
3. Use comprehension skills to discuss and think about ‘what will happen next’.
4. Apply appropriate adjectives to characters from story.
1. Use a story board to plan their own version of a story.
2. Replicate the structure of a familiar story.
3. Recount their stories in a group.
1. Write their own version of the story using their planner.
2. Use full-stops and capital letters in their compositions.
3. (Y2) Use interesting adjectives to make sentences more interesting.
1. Use adjectives to describe an object (toy).
2. Work well in a pair.
3. Vocalise their descriptions using extended sentences.
1. Speak and write sentences joined by ‘and’ and ‘but’.
2. Write a sentence describing their favourite toy.
3. Generate adjectives and descriptive phrases.
1. Find examples of contractions within the story.
2. Work well as a pair to plan their own version of the story.
3. Use a planning grid effectively.
1. Write a story using a planner designed earlier.
2. Correctly form letters.
3. Use finger spacing.
4. Write one or more correctly punctuated sentences for a story.
1. Use ‘!’ and ‘?’ correctly in a sentence.
2. Understand the purpose of ‘!’ and ‘?’ in a sentence.
3. Finish writing their own version of the story.
1. Express preferences.
2. Work well as a pair to rehearse and recite favourite story using ‘folding story’.