Key Question: How can we travel through the air?
Time / Monday / Tuesday – Parents Evening / Wednesday– Parents Evening / Thursday – PPA PM / Friday8:50 / Carpet session 1: Register. Intro chm to key question of the week.
Assembly / 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 Celebration Assembly
9:15 / Physical Development : CT
Obj: (MH30-50a, d, f, h; 40-60a, c, d, e, g; Eli, ii; HSc30-50a, b, c; ELGi)
Play the traffic light games with colours. E.g. Green – Move forward, Amber – Jump up and down on the spot; Red – Stop still like a statue. Adapt the activity by using percussion instruments instead of colours, e.g. claves, maracas and bells. (MH40-60 c, d; ELGi)
See separate planning sheet LCP Games Using equipment Lesson 5: Using a variety of equipment
WALT To retrieve, collect and catch objects. To keep control of their body when using equipment. To explore and use skills, actions and ideas individually and in combination to suit the game they are playing. / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: : Ind Readers/Handwriting
TA RA: Cont Prov/ Outside Act / Adult Led Activity
Obj: Readers / observations
CT: Cont Prov/ Outside Act
TA LS: Ind Readers/Handwriting
TA RA: Ind Readers/Handwriting / Adult Led Activity
Obj: Readers / observations
CT: Ind Readers/Handwriting
TA LS: Cont Prov/ Outside Act
TA RA: Ind Readers/Handwriting
Adult Led Activity
CT: Readers / observations
TA RA: Cont Prov/ Outside Act
TA LS: Ind Readers/Handwriting
Children: / Children: / Children: / Children:
Key Vocab: numbers to 20, forwards, backwards, count on/back, what comes next? guess, check, count, full, half-full, empty, holds, container, more/less
9.45
TA
Setting up continuous Provision Indoor then Ind Readers
TA Setting up Outdoor Activities then
Ind Readers / RE Day
What is Hinduism? / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Recite the days of the week and months of the year in order.
Main Teaching Session:
WALT: Order 2 or more items by capacity.
Show the chn 6 different transparent containers (2 full, 2 empty, 2 half-full) Which are full/ empty? What does full/empty mean? What can we call the ones which are neither full nor empty? Mode writing half and ½.What could we do to make them all full/empty/half-full?
Hold up 2 containers with diff capacities. How can we find out which holds the most? Demonstrate by filling the smaller container with the contents of the larger one and vice versa. What happens each time? / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Teach chn the doubles song
Main Teaching Session:
WALT: Order 2 or more items by capacity.
Use 6 different transparent containers, filled to varying amounts of coloured water. Discus each one in turn & whether or not it is half-full. Adjust them one at a time to make them half-full. Is it more/less than half-full? Do I need to add/ tip out water to make it half-full? What does half-full mean?
Draw some container shapes on the board and ask the children where the half-full line would go. Start with uniform cylindrical shapes, then some different ones, e.g. a container with a balloon bottom. Where would the half-full line be in this container? / Carpet session 2: Mathematics
Obj: SSM40-60e, ELGi
Warm Up: Sing the doubles song and practise saying doubles up to 5+5. Model saying the corresponding half.
Main Teaching Session:
WALT: understand the words full and empty. Understand the concept of ½ in a practical context
Show the chn a bowl or box of cubes and invite them to guess whether it is full or empty. How can we find out? Empty out the contents. Tell me about the capacity now? Half-fill the box. Is it full or empty? How much does it hold now? Invite the chn to fill empty containers so that they are full/ empty/ half-full using different items. Can anyone fill the container to show that it is nearly full/ nearly empty? Which holds the most/leas?
Carpet session 2: Mathematics
Obj:N40-60e; ELGi
Warm Up: Begin to count up to 20 but stop part way. Ask diff chn to say the next 3 numbers. Repeat, stopping in dif places. Ask the chn to start the count & decide where to stop & who continues. Repeat counting backwards.
Main Teaching Session:
WALT: Recognise small numbers without counting.
Show any no of fingers on one hand briefly to the chn. How many fingers? Can you show me the same number/amount? Repeat with diff nos, using diff fingers. As the chn improve, show numbers beyond 5 using fingers from both hands. Invite chn to show some of their fingers briefly, for everyone to guess how many. AFL: Ask chn to record how many fingers on ind w/b to assess numeral formation.
Model mathematics continuous provision activity.
CT/ TA / CT/ TA / CT/ TA / CT/ TA
10:00 / Adult Led Activity
Obj:
RE Day
What is Hinduism? / Adult Led Activity
Obj: (N30-50h; 40-60l, m, n; ELGi, ii, iii)
Outdoor Area - AIA: Invite a child to be the bus driver and ask them to wear a hat and ‘drive’ around the OA. Explain to the other children that they are going to play at being passengers on a bus and that you will be the conductor. Say that you will tell them how many passengers may get on or off the bus when it arrives at the bus stop. Ask the driver to stop at the bus stop, and then direct some of the children to get on the bus. Let them go for a ride (following the driver as they move around the space). When the driver gets back to the bus stop, decide how many children will get on or off the bus. Focus on the concept of adding one more, or combine bigger numbers. Roll a giant dice and ask that number of children to get on or off the bus. Say the number sums that you make together. Model writing the number sentences on the floor in chalk. / Adult Led Activity
Obj: SSM40-60e, ELGi
Give the children a selection of containers and ask them to half-fill them with water or dry sand.
Provide children with the activity sheet showing various containers – ask them to show the correct amount of liquid in ach container to show that it is full/ half-full or empty.
EXT: Challenge the chn to make their containers nearly full/ nearly empty. Can you draw a picture to show how you did this?
Children: CT Observations/ Identified Focus Groups from AFL / Children: LA Rainbow Fish
CT/TA/TA / Children: MA Hungry caterpillars
CT/TA/TA / Children: MA Elmers
CT/TA/TA / Children: HA Gruffalos
CT/TA/TA
10:20 / PLAYTIME
10:35
RK cover Mon L&S
KM to work with RA Phase 2 / Carpet session 3: L&S Phase 3
· Sing alphabet song p80.
· Review high frequency words learned so far. a, at, as, is, it, in, an, I, and, on, not, into, can, no, to, get, got, the, back, put, go, his, him, of, dad, mum, up, off, had, we, me, be, he, she
· Teach ‘qu’ using action/song
· Segmenting for spelling: Quickwrite words p89: quiz, quit, quick, quack, quid.
· Demo write p97 write the question: Can a duck quack? / RE Day
What is Hinduism? / Carpet session 3: L&S Phase 3
· Recall j/ v/ w/x/ y/z/zz using PPT/ song
· Blending for reading: Matching words and pictures p87 quack, fizz, zip.
· Teach reading are, see p91.
· Teach ‘sh’ using action/song
· Segmenting for spelling: Phoneme frame p88: shop, ship, fish, shell, shed.
· Countdown p86: shock, cash, bash, rush. / Carpet session 3: L&S Phase 3
· Practise reading we, me, be, he, she, are, see p91.
· Teach ‘ch’ using action/song
· Segmenting for spelling: Phoneme frame p88: chop, chin, chuck, chill.
· Demo writing: I am in such a rush to get to the shops/ A man is rich if he has lots of cash.
· Quickwrite – Phase 2 phonemes / Carpet session 3: L&S Phase 3
· Recall all GPCs learned so far s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ c/ k/ ck/ e/ u/ r/ h/ b/ f/ ff/ l/ ll/ ss/j/v/w/x/y/z/zz/qu/sh
· Phase 3 Games in pairs.
· HFW Snakes and adders in Pairs.
· Buddy Reading Phase2/3 books
· Quiz – Revision of phase 3 phonemes
11:00
KB/SB to do separate GReading
Reading Act/ Comp / Adult Led Activity: G. Reading/
G. Writing/ G. Talk
Obj: R40-60h; ELGi, ii, iii, iiii
Know that information can be retrieved from books and computers.
Read and understand simple sentences. Use phonic knowledge to decode regular words and read them aloud accurately. Read some common irregular words. Demonstrate understanding when talking with others about what they have read.
Guided Reading – Red Text / Adult Led Activity: G. Reading/
G. Writing/ G. Talk
Obj: R40-60e, f, h
Begin to read words and simple sentences. Use vocabulary and forms of speech that are increasingly influenced by their experiences of books. Know that information can be retrieved from books and computers.
Guided Reading – Dark Pink / Adult Led Activity: G. Reading/
G. Writing/ G. Talk
Obj: R30-50j, k, n, o, p
Shows interest in illustrations and print in books and print in the environment.
Recognises familiar words and signs such as own name and advertising logos. Knows information can be relayed in the form of print. Holds books the correct way up and turns pages. Knows that print carries meaning and, in English, is read from left to right and top to bottom.
Guided Reading – Light Pink Text / Adult Led Activity
Obj:
CT Observations/ Identified Focus Groups from AFL
TA: Spellings and
Handwriting Focus
Children: HA Gruffalos
CT/TA/TA / MA Hungry Caterpillars
CT/TA/TA / Children: MA Elmers/ Hungry Cat
CT/TA/TA / Children: LA Rainbow Fish
CT/TA/TA / Children: CT Observations/ Identified Focus Groups from AFL
11:30 / Carpet Session 4: CLL
Obj: LA ELGiii; R40-60f, h; ELGiiii; S40-60d; ELGiii; W40-60h
WALT: Shared write a list using phonic clues to spell unfamiliar words. Shared write some labels and captions.
Show a non-fiction page on The Red Arrows IWB. Point out briefly how it is laid out with pictures, captions, headings, labels, etc. Then look at each of its features e.g. use of photos, contents, sub-headings. What do chn think makes a good plane? Ask chn to talk to a partner & identify one feature they think is really important for a good plane. Give them a couple of minutes & then take feedback. On f/c, work with chn to create a list of features of a really good aeroplane.
Show a large plane shape on the IWB. Discuss what you might call this plane. Give your drawing/diagram a heading. Now add some features & label these. Discuss the point of a label & its format- it is short & clear, not too much writing! Draw another feature & write a caption about this one. Discuss the use & format of a caption. / RE Day
What is Hinduism? / Carpet Session 4: CLL
Obj: S40-60c, d; R40-60h; ELGiiii
WALT: Discuss differences between fact & fiction.
Enlarge & show a really well-designed clear page from an info book about aeroplanes. Point out the labels, the captions & the headings. How are illustrations used? What purpose do the labels have? What do we notice about the writing on the labels? It is short, & clear. What about the writing in the captions? Sentences are short. They give us FACTS. Discuss the difference between facts & something pretend or made up.
Ask chn to work with a LP to share facts they might know on a variety of topics.
Model writing some of the facts suggested onto the t/b. / Carpet Session 4: CLL
Obj: R40-60h; ELGiiii; W40-60h
WALT: Write labels for an information page.
Show a diff page about planes. Discuss the layout. Remind chn that we have labels & captions & headings. Ask them to point out each of these features in a variety of non-fiction texts linked to transport topic e.g. Big Book: Wings, Wheels and Other Things.
Show chn coloured pictures of helicopters & then the enlarged outline. Ask chn to name some features of the helicopter. Put chn in pairs to write some labels & a heading for the helicopter. Use large sticky labels, & select some to stick on the picture. Explain that chn can draw their own helicopters to use the remaining labels. / Carpet Session 4: CLL
Obj: R40-60c, e, f; ELGiiii
WALT: Shared read labels & captions on an info page.
Enlarge & show a set of labels & captions. Explain that the picture & heading have gone missing from this page. Together we will read the captions & labels & see if we can work out what these should be. Choosing different pairs of chn, shared read each caption/label. Demonstrate sounding out of unfamiliar words using phonic clues. Chn should start to realise that picture & heading should be an air balloon. Add picture/heading.
CT/TA / CT/TA / CT/TA / CT/TA / CT/TA