English and Design and Technology Topic Termly target: To use time connectives, joining words, adverbs, verbs and specific text type features. Main outcome: To create a set of instructions. Text(s): A range of instructions Monday: LO: I can make a puppet Tuesday: LO: I can make a puppet Wednesday: LO: I can use time connectives (SPAG lesson) Thursday: LO: I can evaluate Friday: LO: I can reflect Includes: Weekly planning Puppets from around the world presentation a variety of different instructions SPAG lesson on time connectives

Curriculum Target: To write an extended piece of writing using punctuation. Main outcome: To write a recount of a story Text: The Gigantic Turnip Day 1) LO: I can sequence my ideas Day 2) LO: I can structure a story Day 3) LO: I can structure a story Day 4) LO: I can edit and improve my work Day 5) LO: I can publish a story Includes: Some daily resources required (labelled and listed in lesson plan) (Lined border paper available from Twinkl)

Curriculum Target: To articulate and justify answers, arguments and opinions. To give well-structured descriptions, explanations and narratives for different purposes. Main outcome: To write a letter based on an opinion Text: The Day The Crayon's Quit Day 1) LO: I can sequence my thoughts and opinions. Day 2) LO: I can express an opinion Day 3) LO: I can express an opinion Day 4) LO: I can edit and improve my work Day 5) LO: I can publish a letter Includes: Some daily resources required (labelled and listed in lesson plan) - (Others available from Twinkl) A child friendly version of the story for the teacher to model daily as the lesson starter so children can create actions (Talk for Writing). This supports the children when they come to write independently in week 2 (so they can copy the model from memory). Tens and Ones Maths Homework (unrelated) For classroom display inspiration please look at my Instagram page. Thank you.

Termly target: simple phrases/sentences that can be read by themselves and others. capital letters for names of people. words with finger spaces. words spelt using their phonic knowledge. Text(s): The Works Key Stage 1 by Pie Corbett The Nursery Rhyme Book by Helen Cumberbatch. The Puffin Book of Nursery Rhymes by Raymond Briggs. The Orchard Book of Nursery Rhymes by Faith Jacques. Talk for Writing in The Early Years by Pie Corbett. A variety of nursery songs and rhymes from the BBC School Radio website. Traditional Rhymes. Main outcome: Children write their own poem based on a model Day 1) LO: I can practise talk for writing (Children create actions for Mary, Mary Quite Contrary Rhyme) Day 2) LO: I can explore my five senses Day 3) LO: I can sort information Day 4) LO: I can explore a character Day 5) LO: I can think about my character’s personality

Termly target: simple phrases/sentences that can be read by themselves and others. capital letters for names of people. words with finger spaces. words spelt using their phonic knowledge. Text(s): The Works Key Stage 1 by Pie Corbett The Nursery Rhyme Book by Helen Cumberbatch. The Puffin Book of Nursery Rhymes by Raymond Briggs. The Orchard Book of Nursery Rhymes by Faith Jacques. Talk for Writing in The Early Years by Pie Corbett. A variety of nursery songs and rhymes from the BBC School Radio website. Traditional Rhymes. Main outcome: Children write their own poem based on a model Day 1) LO: I can identify features in a text Day 2) LO: I can sequence my ideas Day 3) LO: I can practise a rhyme Day 4) LO: I can reflect to improve my learning Day 5) LO: I can publish a rhyme

TEN Weeks worth of differentiated (SEN/FSL - LA - MA - HA - GDS) English and Reading Lesson Plans and Resources - (Preferably for Autumn Term as Bonfire Night and Autumnal Poetry covered). Texts include: Stone Age Boy/ Daisy and The Trouble with Zoos/ City Green/ Poetry/ Animal Performance Week 1) Introduction Week - Our Natural World LO: I am learning to describe (Sorting ‘Natural world’ cards and objects and explaining why) LO: I am learning to analyse (Reading and summarising Habitats text) LO: I am learning to analyse (Plants text) LO: I am learning to analyse (Animals text) LO: I am learning to define (Independent write - Chn revise/reflect on what they have learnt about the natural world and define it in their own simple sentences). Week 2) Stone Age Boy Text - To predict, describe and create characters/setting descriptions using a range of adjectives/adverbs and pronouns L.O: I am learning to make predictions (Finding evidence and explaining vocabulary) L.O: I am learning how to retell a story (Learning partners - images, sequencing or writing) L.O: I am learning to describe (Writing sentences, wordbanks , Learning partners) L.O: I am learning to describe L.O: I am learning to infer a character’s feelings (Annotating images, differentiated Qs). Week 3) Stone Age Boy Text (Week 2 of 3) L.O: I am learning to infer a character’s feelings (Exploring Stone Age people) L.O: I am learning to create (Children create their own Stone Age character) L.O: I am learning to infer (Writing from the view point of a stone age character. L.O: I am learning to describe (Describing a Stone Age character’s surroundings; using 5 senses, adverbs of time) L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning). Week 4) Stone Age Boy Text (Week 3 of 3) - Preparing Stone Age poems to read aloud and perform - showing intonation, volume & action L.O: I am learning to retell a poem (Talk for writing, Creating actions to practise reciting poetry orally from memory). L.O: I am learning the features of a poem (MIxed ability collaborative work). L.O: I am learning to give an opinion (Sentence stems to help chn explain and justify opinions on different poems) L.O: I am learning to recite a poem (Children write class poem from memory using T4W actions). L.O: I am learning to evaluate and edit (Independent time to respond to developmental marking and edit/rewrite to improve learning). Week 5) Our Natural World - Preparing Natural World poems to read aloud and perform - showing intonation, volume & action L.O: I am learning to describe (Sorting, building vocabulary, using adjectives to describe findings) L.O. I am learning to analyse a poem (Comprehension - answering differentiated Qs to explore a poem) L.O: I am learning how to plan a poem (Differentiated writing frames for planning a poem) L.O: I am learning to write a poem (Children write a poem on our natural world)

Talk For Writing Termly target: To use wow words, question marks and exclamation marks. Main outcome: Retelling a Fantasy story through role play and writing. Text: Winnie in Space Monday: LO: I can remember main events in a story. Tuesday: LO: I can participate during a class discussion. Wednesday: LO: I can plan a story. Thursday: LO: I can write a recount. Friday: LO: I can edit and improve my work. Includes teacher model of 'Winnie in Space' to be used for Talk for Writing. Includes a weekly SPAG lesson. Includes resources for lessons and learning grammar - question marks.

Termly target: To develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems. Children explore their senses/ capture sensory experiences and learn how to follow rhymes. Main outcome: To write and perform a poem to their peers. Text(s): A range of poems Day 1) LO: I can uses suffixes as plural markers - SPAG lesson (download _es and _s loop cards from Twinkl) Day 2) LO: I can identify the features of a poem Day 3) LO: I can use wow words to describe instruments Day 4) LO: I can use MONSTER (Phonics) words to describe sounds Day 5) LO: I can explore an instrument by asking questions - SPAG lesson