Created by Kerry Moody

Week Beginning: 22.10.2012 / PLC: Magical Me. What makes each of us similar and different? / Week: PLC 8

Key Question: Healthy Week. How can we keep ourselves fit and healthy?

Time / Monday / Tuesday / Wednesday Football Skills am / Thursday / Friday
8:50 / Carpet session 1: Register and news from the weekend Introduce children to key question of the week. / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register and Wake & Shake – Take 10 / Carpet session 1: Register then Whole School Circus Skills Assembly
9:15 / Physical Development : KM/LSm
Obj: (MH30-50a, d, 40-60a, c, ELG; HSc30-5b, 40-60c, ELG)
WALT: To understand how we use our body to travel. To send and receive a ball. To hot a target.
See separate planning sheet
HLTA:
Setting up continuous Provision/ Outdoor Activities then
Ind Readers / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting HLTA: : Ind Readers/Handwriting
TA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
HLTA: Cont Prov/ Outside Act
TA: Ind Readers/Handwriting
Adult Led Activity
Obj: Readers / observations
TA: Cont Prov/ Outside Act
HLTA: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
9.45 / Carpet session 2: Mathematics
Obj: SSM 40-60e Order 2 items by weight; ELG: Use everyday language to talk about size and weight.
Warm Up: Number rhymes – one potato two potatoes, five little peas, cherries on a plate,), Recognition of numerals 0-10 ext to 20.
Main Teaching Session:
WALT: Order two or three items by weight.
Read The Enormous Turnip. How would we describe the size of the turnip? How many people were needed to pull it up? Show chn a bag of vegetables, enc chn to identify them from clues E.g. it’s round and large, it’s heavy/light, bigger/smaller than etc. Talk about & sort the vegetables, chn to describe and compare them through responding to Q: Is this heavy/light? Does the… look heavier or lighter than the…? Are large objects always heavy? / Carpet session 2: Mathematics
Obj: SSM 40-60e Order 2 items by weight; ELG: Use everyday language to talk about size and weight.
Warm Up: Show me – children hold up a given number card. (1 more/ 1less/ between/ greater/ less )
Main Teaching Session:
Demonstrate use of balance scales. Chn to predict how much the pan will go down when diff objects are put into it. Which pan has the heaviest/lightest object? How do you know? Give pairs of chn an object and some pan scales to share, ask them to find something in the room which is lighter/ heavier than a given object. Can we find any objects which weight the same or about the same? How well can the children help you sort the heaviest from the lightest? / Carpet session 2: Mathematics
Obj: SSM 40-60e Order 2 items by capacity; ELG: Use everyday language to talk about size and capacity.
Warm Up: Order me Chn order no’s 1-10 then 20 (1 more/ 1less/ between/ greater/ less )
Main Teaching Session:
Show chn 6 diff transparent containers (2 full, 2 empty, 2 half full) Ask Q: Which are full/ empty? What does full/ empty mean? What can we call the ones which are neither full nor empty? What could we do to make them all full? or empty? or half full? Show 2 new containers with diff capacities ask: How could we find out which holds the most? Demonstrate by filling the smaller container with the contents of the larger and then vice versa. What happens each time? / Carpet session 2: Mathematics
Obj: N 4060p,SSM 40-60e Order 2 items by capacity; ELG: Use everyday language to talk about size and capacity.
Warm Up: Show me – children hold up a given number card. Choose ind to model counting objects reliably (first 10 then 20)
Main Teaching Session:
Exploring problems – look at a variety of different objects, how well can the children help you sort the containers from least to most - how can we find out?
Model using one pot to fill diff sized containers. Can we estimate where the pot will fill this container to? Does it always come as high up in the container? Why not? How could we use this idea to help us sort the containers?
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
10:00
Mathematics Focus observations & assessments / Adult Led Activity
Obj: SSM30-50d, f,g; 40-60a, b
See focused mathematics assessment activities Block 1 Part 1 Task 3 for key questions
Resources: 2D shapes – circles, squares, rectangles and triangles; cut out paper shapes, glue and paper; 2 strings of beads, one long and one short; pairs of objects e.g.
pencils, crayons, pieces of ribbon, one long and one short. / Adult Led Activity
Obj: N30-50c, d, f, h; 40-60c, e, f, g
See focused mathematics assessment activities Block 1 Part 1 Tasks 1 & 2 for key questions.
Resources: collection of number rhymes involving counting/ reciting to 10, and using “none” or “zero”, Counting aids eg compare bears, link elephants etc. plus counters
or play dough cakes, a tray of beads and laces. / Adult Led Activity
Obj: N40-60j, l, m, n
See focused mathematics assessment activities Block 1 Part 2 Task 1 for key questions.
Resources: a collection of beads in a tray; laces, one for each child in the group; five strings of beads, threaded with 1, 2, 3, 4, and 5 beads, one colour of bead on a each string; two small sorting hoops. / Adult Led Activity
Obj: SSM30-50d, f,g; 40-60a, b
See focused mathematics assessment activities Block 1 Part 2 Task 2 for key questions
Resources: A variety of solid shapes. Set rings. / Adult Led Activity
Obj: N30-50d, e, f, i; 40-60a, b (ext to 10), e, g, i, o
See focused mathematics assessment activities Block 2 Part 2 Tasks 1 for key questions
Resources: 1-10 numbers/pictures; Die spots 1-6; tins/boxes or pots, preferably with lids; small attractive
identical items, e.g. tiny cubes, bears; post-it notes and pens.
Children: CT Observations/ Identified Focus Groups from AFL CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: CT Observations/ Identified Focus Groups from AFL CT/HLTA/TA / Children: CT Observations/ Identified Focus Groups from AFL CT/HLTA/TA / Children: CT Observations/ Identified Focus Groups from AFL CT/HLTA/TA
10:20 / PLAYTIME
10:35 / Carpet session 3: L&S
·  Recall s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u using flashcards.
·  Sound buttons (and lines for ck where 2 letters make one sound) p58 as follows: neck, peck, pack, sack, sick, tick.
·  Teach to read high frequency words the, get, got, to, put, back p64.
·  Match caption to picture using game pieces for appropriate sounds so far. / Carpet session 3: L&S
·  Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ ck/ e/ u/ with flashcards.
·  Play Quickwrite letters p55.
·  Show pictures, for example, a red cat, a big sock, a cat in a hat, a sad man etc and ask the children to write labels for them on coloured strips of paper/post it notes.
·  Practise high frequency words the, get, got, to, put, back p64. / Carpet session 3: L&S
·  Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ ck/ e/ u/ with flashcards.
·  Teach ‘r’ using phonics action/song
·  Phoneme frame p62: run, rim, rock, ran, rat.
·  Blending for reading: Buried Treasure p60. Which words are real? Nut, nun, pun, ruck, suck, nick, seck, pock, tum, sut, pud.
·  Practise high frequency words to, get, got, the p64. / Carpet session 3: L&S
·  Recall s/ a/ t/ p / i/ n/ m/ g/ o/ c/ k/ ck/ e/ u/ r using flashcards.
·  Demonstration writing p67: Write the following captions:
Rock the rat. (Point out capital R.)/It is a red pack on the back.
·  Practise high frequency words to, get, got, the p64.
·  Sentence building using flashcards so far. / Carpet session 3: L&S
CIRCUS SKILLS
DIAMOND CLASS
10:40 – 11:30
11:00 / Carpet Session 4: CLL
Obj:A30-50b,c; 40-60a; S30-50c; 40-60a,b; R30-50d, e, g, h, p; 40-60f, g
WALT: Listen carefully and respond to questions about a story.
Explore cover of The Little Red Hen. Q: What do you think the story will be about? What do you notice about the characters in the story? Who do you think is the main character? Picture walk through bk; use to explain any tricky vocabulary. Read the story through, encourage children to predict possible endings and events.
Q: How do you think the little red hen felt doing all of the work by herself? How do you think the LRH felt when all the animals wanted to eat the bread? Why do you think the hen said the other animals could not eat the bread? How do you think the animals felt when the LRH told them they could not help to eat the bread? / Carpet Session 4: CLL
Obj: R30-50e, f, i; 40-60f, g.
WALT: Recall events in a shared story and re-tell it using actions and words.
In talk partners can chn recall event s? Model mapping out the events ion simple story map to aid re-telling. Explain that we are going to read the story again and then see if we can work as a group and come up with some actions to help us remember the events in order and re-tell the story.
Practice actions till chn are confident. Shout out random animal, can chn remember action. Look at main story parts in text, introduce action for one day, who & not I)b Use story again, see if chn can retell story by including the actions.
Re-tell the story Pie Corbett style o watch the video ad encourage chn to join in wit the actions and familiar refrains. / Carpet Session 4: CLL
Obj: R30-50e, f, i,; 40-60e.
WALT: Put the events of a story in order. Understand that all stories have a beginning, middle and end.
Ask chn about sequence in the story – what did the hen do first etc.
Reread/ retell orally The Little Red Hen and generate a discussion about the events in the story. Q: How would you describe the pig, cat, rat? What words can you use to describe the little red hen? What lesson did the animals learn? Do you think they will be more willing to help out next time? Why or why not? How would the story be different if all the animals had agreed to help the little red hen with the work? / Carpet Session 4: CLL
Obj: R30-50e, f, i; 40-60e; W40-60a
Remind chn of yesterday’s activity, who can remember the title of our story? What was it about? Who were the characters? Can we remember our actions for the animals, what did we do for the dog? Cat? Etc. Explain to chn that today we will be doing something very different. Instead of using the story, we are going to draw a story map to help us remember it. Chn to sit in semi circle. Large roll of paper placed in front of group. Look at first page of story: Take a picture walk through story. Mmm what might we draw for this page? (one day & red hen) T to draw symbols to represent parts of the story on ‘one day’ & red hen & demonstrate action. Who has got ideas for the next event in our story, listen to chn’s responses and draw the symbols. Repeat for next few pages. Allow chn to come up and draw a symbol to represent the story. See which chn would like to have a go doing a story walk along the large roll of paper, while rest of group retell the story. / Carpet Session 4: CLL
Obj:
CIRCUS SKILLS
DIAMOND CLASS
10:40 – 11:30
CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA / CT/HLTA
11:30 / Adult Led Activity G. Reading/ G. Writing/G.Talk
Obj:
·  Phonics Assessments - DW
·  Guided Writing – KM Focus Curly Caterpillar letters and name writing.
·  Sequencing pictures for group book –writing sentences to match pictures. / Adult Led Activity G. Reading/ G. Writing/G.Talk
Obj
·  Phonics Assessments - DW
·  Guided Writing – KM Focus Curly Caterpillar letters and name writing.
·  Sequencing pictures for group book – CT scribing sentences to match. / Adult Led Activity G. Reading/ G. Writing/G.Talk
Obj
·  Phonics Assessments - DW
·  Guided Writing – KM Focus Curly Caterpillar letters and name writing.
·  Sequencing pictures for group book – CT scribing sentences to match. / Adult Led Activity G. Reading/ G. Writing/G.Talk
Obj: R30-50e, f. S40-60b
Join in with repeated refrains and anticipate key events / phrases in stories. Uses language to imagine and recreate roles and experiences.
Activity: Imaginary play retelling of the story with puppets and props. / Adult Led Activity
Obj:
CT Observations/ Identified Focus Groups from AFL
HLTA: Spellings and
Handwriting Focus
Children: HA Gruffalos
CT/HLTA/TA / Children: MA Elmers
CT/HLTA/TA / Children: MA Hungry Caterpillars
CT/HLTA/TA / Children: LA Rainbow Fish
CT/HLTA/TA / Children: CT Observations/ Identified Focus Groups from AFL
11:50-12:00 / PSED/ Singing: The Enormous Turnip
Handwashing & Lunchtime
1:00 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10 / Carpet Session 5: Register and
Wake & Shake – Take 10
1:15 / Carpet Session 6:
Obj: (MR ELG, SCSA3-50d, e, 40-60a, ELG MFB ELG links with LA 40-60A; W4o-60a.
Re-read Oliver’s Fruit Salad and Oliver’s Vegetables by Vivien French. Talk about the kinds of foods which are good to eat. Talk about favourite foods and which of our favourite foods are healthy choices or contribute towards a healthy balanced diet.