Learning Objectives
    TLW = Text level work, SLW = Sentence level work, WLW = Word level work ( National Literacy Strategy - Year 1 Term 2)

    day

    Whole class - shared reading or writing

    Whole class - word level work

    Suggested activities for guided reading/writing and independent tasks.

    Plenary
    M Introduce "The Lost Cygnet" to whole class. Predict what the book might be about looking at the front and back cover, including blurb, title and illustrations. Read whole book. (TLW 19) Investigate word ending 'ng'. Print and enlarge text from page 2 and ask children to highlight words ending in 'ng'. Brainstorm other words allowing children to write them on the board. (WLW 2)
    • Guided reading: Reading chosen text identifying word endings ll,ss,ff,ck,ng (WLW2) or words ending with plural 's' (WLW8).
    • Guided writing: Use story sticks as a stimulus to write simple questions as part of a display e.g. How many ducklings?. Click here to view and print pictures to make story sticks. (TLW 24)
    • Group activity 1: Using word ending cards children to sort and record. ICT activity: children to investigate word endings Textease screen.
    • Group activity 2: Plural 's'. Click here to view and print activity sheet where children have to correct sentences adding plural 's' as appropriate. ICT activity: children to sort singular and plural words using Textease screen.
    • Group activity 3: Handwriting using word endings.
    • Extra ICT activities.
      Clicker grids - Simple sentences using 's' plural and word building using ending clusters
     

    At teachers discretion.

     

     
    Tu Read text to the children asking them to join in with repeating text e.g. "Have you seen my cygnet?" Encourage children to extend patterns by using the same line and introducing new words. E.g." Have you seem my little cygnet?" (TLW 13) To discriminate word endings ll,ff,ss,ck and ng. Click here to view and print wordcards, ask children to sort into groups by posting into labelled boxes according to word endings. (WLW 2)
    W Re-read text focusing on the answers. Use the cursor to investigate what when it is placed over the animals. Encourage children to count using fingers or claps with the story. (TWL 11) Click here to view and print animal picture strips. Use sorting hoops with labels 'one' and 'more than one'. Ask children to sort picture cards and say phrase e.g. 'One piglet' or 'Three piglets'. Discuss differences with children. (WLW 8)
    Th

    Click here to view and print pictures to make story sticks. Ask children to retell the story giving the main points in sequence. Children to hold story sticks standing in the correct order; use pictures in big book to check. (TLW4)

    		Click here to view and print word and 's' cards. Blu-tack word cards to board and give each child a 's' card. Hold up picture card from yesterday, children to respond by holding up 's' card if it is a plural. Blu-tack picture card next to word card and then ask child to add plural 's' if appropriate. (WLW)
    F Read text identifying dialogue (spoken text appears in purple). Through role-play read aloud dialogue using expression and intonation. (TLW 9, SLW1) Click here to view and print out the NLS high frequency word cards Year 1 and 2. Cut out using the shape of the word rather than a box. Put words into a lucky dip bag. Play as a circle game where children pass bag choosing a card and reading aloud. Click here to view and print the high frequency word cards for Year R.