Planning sheet

Planning for Teachers

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* Example medium term planning of one subject for one week*

National curriculum P level descriptors 1-8

Class: Term:			Teacher:				Teaching assistant(s):
Subject: Literacy (1 hour per session)			Theme: Opposites				Curriculum links: Science, ICT, Music, PE
Week beg.	Focus	Learning objectives Children should:		Activity (see weekly plan for detail of introduction, text, sentence, word level and plenary)		Learning outcomes Children
6	Non – fiction 2 – follow instructions and labelling	P1(i) encounter experiences P1(ii) give intermittent reactions P2(i) react to new activities P2(ii)remember learned responses P3(i) explore materials in more detail P3(ii) anticipate known events P4 respond to simple requests respond to familiar rhymes understand marks convey meaning P5 follow instructions – 2 key words match objects to symbols produce some meaningful print P6 follow instructions read a small number of words/symbols copywrite with support P7 answer questions about the pictures predict words, signs, symbols write one or two words from memory P8 follow instructions with four key words read a growing repertoire of words/ symbols use words to communicate meaning		Start each session with a ‘hello’ song Recap on the opposites that we have been doing. Watch the PowerPoint presentation on Opposites, stopping to discuss each slide, so that the children understand the opposite word. Each day concentrate on one or two opposite words – use the pictures from the PowerPoint as a guide. Label the pictures, match the same, use different substances to show opposites. Follow instructions – verbal and written. Individual work as shown in weekly plan		P1(i) experience wet and dry substances P1(ii) show by facial gesture reaction to having hands rubbed gently and more vigorously P2(i) briefly put hands into different substances P2(ii) pull hand away if they do not like it to be rubbed more vigorously P3(i) put hands into shaving foam and move it around P3(ii) become excited when the cover is taken from their head after 1,2,3 P4 know what to do for ‘stand up, jump up’, join in actions for ‘The Wheels on the bus’ scribble next picture of Elmer P5 respond to ‘put the *doll* in the *bath’* see symbol e.g. ball, and will get a ball trace /overwrite words to label the elephant P6 bath the baby following verbal instructions read some of the ‘opposite’ words / symbols copy the words underneath the pictures P7 respond to the questions ‘from the slides will say big when adult asks for opposite of small write ‘big’, ‘bed’ etc. from memory P8 understand and comply with ‘put the baby in the bath and wash her face can read words / symbols from the slides write sentences for description of Elmer
Resources: Hello song words PowerPoint presentation, pictures from the PowerPoint Presentation, match young to old, Elmer the elephant story, pictures of Elmer, dry and wet substances, instructions wash hands, slow and fast music, where people sleep worksheet, balls, bean bags etc, WWS program, doll, bowl /bath, soap, towels etc. (click on words underlined to go to that resource or lesson plan)					Points to note: speaking and listening, objectives in orange reading, objectives in green writing objectives in purple

Daily planning for the above week

Objectives
Unit Non – fiction 2 –labels			Word			Sentence		Text
			Reading words/symbols W8 Read new words W 12			Write and reread simple sentences S4		Following instructions T13, use captions T12 to write captions T14
Organisation				See resources in medium term plans week six
Day	Introduction				Whole class skills work		Differentiated group activities		Plenary
Monday	‘hello’ song Look at PowerPoint presentation all the way through – no specific comments.				Take the slide young and old. Point out the people who are young/old. How do they know? Who is young / old in their family / class etc?		1 - Sing and do actions to five little babies and Grandma’s glasses 2 – Match young to old on the worksheet 3 – Label young and old worksheet		Sing The wheels on the bus – go from young to old e.g. baby, children, mums, dads, grannies, granddads
Tuesday	‘hello’ song Look at the PowerPoint slides – Colourful and Drab – children’s comments				Look around the room – what is colourful, what is drab. Tell the story of Elmer the Elephant – emphasising drab and colourful		1 – make a big bright colourful shiny Elmer 2 – use the pictures of drab and colourful Elmer to go round the shapes and lines. Trace elephant. 3 – use the pictures of drab and colourful Elmer, colour in and write a sentence under each		Children to take turns in following instruction of find a colourful book, find a drab bag etc. give them directions if they need.
Wed	‘hello’ song Look at the PowerPoint slides – Wet and dry – children’s comments				When are things wet / dry e.g. rain, seas, drinks, towel, tumble dryer, windy days etc.		1 – explore materials when they are dry and then add water to explore when they are wet 2 –follow instructions for washing / drying hands 3 – follow verbal instructions of how to bath and dry a baby (doll!)		Sing this is the way we wash …., this is the way we dry …… - children to make up the words and do the actions
Thurs	‘hello’ song Look at the PowerPoint slides – Energetic and tired children’s comments				Follow instructions to do simple exercises – stand up, swing arms, march round room etc. – quite energetic then sit down – how do they feel now. Explain words		1 – Play some slow music, gently rub children’s hands to music, then fast music rub quickly 2 – run fast, walk slowly, jump quickly, slowly etc 3 – write a label to say where the people are sleeping e.g. bed, chair etc		Make a circle and move round quickly, then slowly children to choose actions to do – energetic or not – they may be tired!
Friday	‘hello’ song Look at the first Difficult and easy PowerPoint slide –children’s comments				Go to the slide that shows the difficult things – why are they difficult – can they do any e.g. balance on a ball, break dance etc. Try some.		1 – use shaving foam on table to move hands in easily, use a stiff cornflour and water mix – move hands in it – more difficult 2 – try to do easy and difficult activities with a ball / bean bag etc. 3 – write a sentence on the computer using WWS It is easy to… It is difficult to……		Watch the slide and try doing the actions using the pictures from the slides – is it easy or difficult

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