Week 1) 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 2) 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 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).

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)

Year 3 Expected - (KS2) Reasoning Assessment papers covering all Maths topics: Numbers - Geometry - Measures - Statistics Can be used to assess at the end of Year 3; as lower ability tests for Year 4/5; or as lesson warm up/starter Questions to unpick as a whole class. Editable Word Documents. 4-5 test questions per paper.

KS1 Reasoning Assessment papers covering all Maths topics: Numbers - Geometry - Measures - Statistics Can be used to assess at the end of Year 2; as lower ability tests for Year 3; or as lesson warm up/starter Questions to unpick as a whole class. Editable Word Documents. 4-5 test questions per paper.

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

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

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 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 retell a story (Language through Experience) Day 2) LO:I can explore characters from a book Day 3) LO: I can explore different settings (Images for flip chart paper included) Day 4) LO: I can sequence a story Includes: All daily resources required (labelled and listed in lesson plan) Images for classroom display

Curriculum Target: To write an extended piece of writing Main outcome: To create an ending for a story Text: The Snail and The Whale Day 1) LO: I can sequence my ideas Day 2) LO: I can draft a story Day 3) LO: I can draft 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) Images for classroom display Guided Reading Independent Activity A child friendly version of the story for the teacher to model daily (without an ending) 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). * I created a flag and stuck it in the middle of the school field and the initial hook. I also planted a message in a bottle from the snail. (Detailed in lesson plan). Lots of opportunities for creative thinking and talking.

Curriculum Target: To write an extended piece of writing Main outcome: To create an ending for a story Text: The Snail and The Whale Day 1) LO: I can explore different settings Day 2) LO: I can describe a range of settings Day 3) LO: I can sequence a story Day 4) LO: I can explore a character Day 5) LO: Learning Outcome: I can explore my senses Includes: All daily resources required (labelled and listed in lesson plan) Images for classroom display A child friendly version of the story for the teacher to model daily (without an ending) 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). * I created a flag and stuck it in the middle of the school field and the initial hook. I also planted a message in a bottle from the snail. (Detailed in lesson plan). Lots of opportunities for creative thinking and talking.

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.

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 use persuasive language Day 2) LO: I can use joining words (SPAG lesson) Day 3) LO: I can explore the features of a persuasive letter Day 4) LO: I can explore a main character Day 5) LO: I can explore a main character Includes: All daily resources required (labelled and listed in lesson plan) A weekly SPAG lesson 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).

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

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 sequence my ideas Day 2) LO: I can explore my senses and use repeated language Day 3) LO: I can edit and improve my work Day 4) LO: I can publish a poem Day 5) LO: I can understand suffixes (SPAG lesson) (Will need to download matching suffix cards from Twinkl or make your own. One with a root word, one with the added suffix to match partners.) Includes: Weekly plan, SPAG lesson, links to websites, lists of resources for activities, a whole variety of simple poems using the 5 senses (can also be used for Guided Reading).

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) No Learning Outcome as it was a bank holiday - Can be used to respond to feedback in books or for children to go on an outside 'observational walk' and/or using instruments etc. to use their 5 senses. Day 2) Learning Outcome: I can explore a range of poems Day 3) Learning Outcome: I can explore my 5 senses (Collaborative carousel activity for 2 sessions). Day 4) Learning Outcome: I can explore my 5 senses (Collaborative carousel activity for 2 sessions). Day 5) Learning Outcome: I can identify and discuss describing words Includes: Weekly plan, links to websites, lists of resources for activities, a whole variety of simple poems using the 5 senses (can also be used for Guided Reading).

Termly target: To add suffixes: _ing, _ed, _er and _est to a root word. To learn the days of the week. To use a capital letter for names of people, places, the days of the week. To use the personal pronoun ’I’. Main outcome: To write a recount. Text: Jasper’s Beanstalk. Monday LO: I can create a story map Tuesday LO: I can participate during 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: Daily resources Teacher recount for daily lesson starter - Talk for Writing to create actions Assessment grids for writing Weekly plan

Termly target: To add suffixes: _ing, _ed, _er and _est to a root word. To learn the days of the week. To use a capital letter for names of people, places, the days of the week. To use the personal pronoun ’I’. Main outcome: To write a recount. Text: Jasper’s Beanstalk. Monday LO: I can explore a main character Tuesday LO: I can describe a main character Wednesday LO: I can use adverbs Thursday LO: I can use a suffix (weekly SPAG lesson) Friday LO: I can describe a setting Includes: Daily resources Teacher recount for daily lesson starter - Talk for Writing to create actions Homework Assessment grids for writing Weekly plan - SPAG lesson

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 sequence events on a picture map Tuesday: LO: I can plan my instructions Wednesday: LO: I can sequence/write instructions Thursday: LO: I can sequence/write instructions Friday: LO: I can edit and improve my work Includes: Homework activities A range of instructions for KS1 Lesson resources Puppets Presentation (Lesson Starter)

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