Click
here to see how "Pond Web" was used as a stimulus in Science.
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| M | Introduce "Pond Web" to whole class. Discuss author and content of the book from cover. Read to page 6. (TLW 7) | Print and enlarge one page of text from big book. Cover high frequency words with post-it notes. Ask children to read, leave a gap and re-read to predict missing words.(SLW 2) | A Guided reading. Teachers choice. Draw attention to "ing" and "ed" words. | B Guided reading. | C Cloze Procedure - Click here to use activity sheet.They need to be printed out and enlarged on a photocopier.(SLW 2) |
D Cloze Procedure - Click here for differentiated activity sheet.
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E Cloze Procedure support with text where appropriate. |
Read through selections of text and check for meaning. Ask children to suggest alternatives where appropriate. (Group C) |
| Tu | Use illustrations in big book to retell first half of story. Then read through remaining pages. (TLW 6) | Brainstorm verbs ending in "ing" using the story as a stimulus, eg. swimming, darting. Teacher or children to scribe, read back. (WLW 6) | C Guided reading. | D Guided reading. | A Cloze Procedure | B Cloze procedure | E Handwriting - high frequency words - first, after, then, when and so. |
As above (Group A) |
| W | To write a class book eg. "What we know about food chains" using the text as a model. Provide simple example with picture "This is a heron. He ate the fish." Scribe for children and complete for three of the animals. (TLW 21) | Practice and model correct orientation and formation of letters in high frequency words covered this week ie.first, next, after, then, when and so. (WLW 10) | E Guided reading. | A Guided writing. Use simple sentences compiled during shared writing, add in extra words to extend the sentences, encourage the use of verbs ending in "ing". (WLW 6) | B Handwriting | C Handwriting | D Handwriting | Share "ing" and "ed" words found during guided reading (Group E) |
| Th | Using word bank of verbs created on Tuesday, ask children to fill in missing words eg."The heron was_____over the pond". (WLW 6) | Introduce the high frequency words as flashcards "first, next, after, then, when and so". Ask children to put these words into sentences orally.(WLW 4 & TLW 18) | B Guided writing. | C Guided writing. | D Missing punctuation sheet - click here to use sheet. Focus on question marks.(SLW 1 & 7) | E Missing punctuation sheet | A Handwriting | Share punctuation sheets reading through with correct expression and intonation. (Group D) |
| F | Re-read whole text
with expression, pausing at full stops and raising voice for questions.
Identify preferences and give reasons for these. (TLW 4 & SLW 3) Click here to see a teacher's diary of this activity. |
Print out and enlarge page of text with punctuation removed. Ask children to read through and then add appropriate punctuation. (Alternatively cut and paste text into Talking First Word, use the speech icon to read the selection with and without the punctuation.) (SLW 1 &7) | D Guided writing. | E Guided writing. | A Missing punctuation sheet | B Missing punctuation sheet | C Missing punctuation sheet |
As above (Group B) |
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