Language for Communication and Thinking

White House Primary School Foundation Stage CLLD Planning Term 5 Week Beginning:21.05.12 Week 6 Linking Sounds and Letters Linking Sounds and Letters Profile Scale Points Profile Scale Points PSP8: Attempts to read more complex words, using phonic knowledge. PP3- Links some sounds to letters. PSP9: Has achieved all the early learning goals for linking sounds and letters. In PP4: Links sounds to letters, naming and sounding letters of the alphabet. addition, he/she uses a knowledge of letters, sounds and words when reading PP5: Hears and says sounds in words. and writing independently. PP6- blends sounds in words. Writing PSP8: Attempts to read more complex words, using phonic knowledge. Profile Scale Points PSP9: Has achieved all the early learning goals for linking sounds and letters. In PSP7: Uses phonic knowledge to write simple regular words and make addition, he/she uses a knowledge of letters, sounds and words when reading phonetically plausible attempts at more complex words. and writing independently. PSP8: Begins to form captions and simple sentences, sometimes using Writing punctuation. Profile Scale Points PSP9: Has achieved all the early learning goals for writing. In addition, he/she PSP7: Uses phonic knowledge to write simple regular words and make communicates meaning through phrases and simple sentences with some phonetically plausible attempts at more complex words. consistency in punctuating sentences. PSP8: Begins to form captions and simple sentences, sometimes using Activity Differentiated Groups punctuation. Thomas- tell Thomas that you have been PSP9: Has achieved all the early learning goals for writing. In addition, he/she Wednesday session 1 and 2 with thinking about the sounds he has been communicates meaning through phrases and simple sentences with some TA learning this week and would like him to consistency in punctuating sentences.PP4- Links sounds to letters, naming and use the magnetic letters to make some of sounding letters of the alphabet. the words. Call the words out and ask him Activity Differentiated Groups to make them. Do this for about 5 words. Blending sounds in words Then ask Thomas to make a sentence Yellow gp (MA): tell the chd that we are Wednesday session 1 and 2 with Words relating to this weeks using two of the words. Write the going to spend some time thinking about TA phonics… sentence. Then ask Thomas if he can use two sounds that we have learnt recently. aw- claw, yawn, shawl, drawer, the other three words to make a Show them the sound ‘th’ on a whiteboard ph-, phonics, graphics, alphabet, sentence. and get the chd to think of all the th wh- when, whisper, which, wheel words that they can. Chd to write these in ew- threw, stew, grew, flew, drew, If he wants he can draw around the their writing books and then get the chd brew, few magnetic letters to make it more of a fun to highlight the th in each word. way of writing. This will help develop his Now ask the chd to write the sound ‘ng’ in fine motor skill of holding one letter with their writing books and just like we have one hand while drawing round it with the write as many ng words as they can. Then other hand. allow them to highlight the ng in each word and draw some matching pictures. White House Primary School Foundation Stage CLLD Planning Term 5 Week Beginning:21.05.12 Week 6 Pink gp (TM):.tell the chd that you have hearing and saying the sounds. got some sentences on some strips that have got some of the words missing. Tell them that it is their job to read the Blue gp (SEN): sentences and work out the missing word Tell the chd we are going to play a game from the list you have got. (simple to help use learn the names of different sentences with phase 3 words as the objects. Hold up the bag and ask the chd missing words) to tell you what colour the bag is? Can 1. the paper is ___ (torn) they see anything else in the room that is 2. the bell went ding___ {dong} the same colour? Discuss. Tell the chd 3. I____ ill {feel} that they are going to take one object 4. the car door is____ (shut} from the bag. Ask a child to take an Green gp (M): tell the chd that we are object, can they name the object, if not looking for words that have the sh sound ask another child to name the object, if in them. Show the chd a list of sh words they cannot tell them what the object is. mixed in with lots and lots of other high Ask them what the object is for? Ask frequency words. Ask the chd to highlight each child to tell you something about the all the words which have the sh sound in. object but do not allow them to tell you once they have done this ask them to read the colour. aloud the words that they have Repeat with several objects. highlighted. Red gp (LA) Tell the chd we are going to play a game to see how well we can hear Reading the sounds at the beginnings/ends of Profile scale points: words. We’ll start by taking it in turns to PP3- Recognises a few familiar words. take something out of the bag and say the PP4- Knows that, in English, print is read from left to right and top to bottom. sound it begins/ends with. Individual chd PP6- Reads a range of familiar and common words and simple sentences take it in turns to take an object from the independently. bag, identify the initial/final sound and Activity: Differentiated Groups match this to the correct letter (using HFW games in small gps In small gps Yellow gp (MA) and Pink gp (TM)::find plastic letters or tiles). Variations during HFW game (depending on if they are words on their vehicle in a sentence. the game once some objects are out of on car, lorry etc) In small gps HFW game (depending on if the bag can they find other objects which they are on car, lorry etc) begin/end with the same letter. The main emphasis of this activity should be on White House Primary School Foundation Stage CLLD Planning Term 5 Week Beginning:21.05.12 Week 6 At the start of the session have Green gp (M) Red gp (LA) and Blue gp Listen to others in one-to-one or small groups when conversation interests large version of the words and as a (SEN): In small gps HFW game them. group sound out the words. Then a (depending on if they are on car, lorry Build up vocabulary that reflects the breadth of their experiences. child to match word with the etc) Begin to use more complex sentences. correct vehicle. Activity INPUT Differentiated Groups

Yellow gp (MA): chd to complete a 1 to 1 reading sessios and Gudided Wheels on the Bus golden sentence about the wheels on the reading sessios during the week bus. Tell them the five golden rules that Ask chd if they have heard of the the sentence must have- capital letter, song before when you hold up the finger spaces, full stops, words relating book. If many chd know the song, to the song and some interesting words. Linking Sounds and Letters sing it together. Discuss with the

Profile scale points: children that songs can also be Thomas- chd to complete 2 golden PP1-Joins in with rhyming and rhythmic activities. stories. If you have already read sentence about the wheels on the bus. PP2-Shows an awareness of rhyme and alliteration. other books together that are also Tell them the five golden rules that the PP3- Links some sounds to letters. songs? Read the title, author, and sentence must have- capital letter, PP4: Links sounds to letters, naming and sounding letters of the alphabet. illustrator. Explain that this book is finger spaces, full stops, words relating PP5: Hears and says sounds in words. a traditional song and that the real to the song and some interesting words. Writing author is unknown. Ask the children Pink gp (TM): Profile scale points: to read with you. PP1- Experiments with mark-making, sometimes ascribing meaning to the marks. Ask questions about the story: Make a group book with the following sentence frame: "The _____ on the PP2- Uses some clearly identifiable letters to communicate meaning. Which was your favorite picture in bus go _____, _____, _____. Chd need PP4- Writes own name the book? Why? DM Linking Sounds and Letters (30- 50 mths)- Enjoy rhyming and rhythmic to think of things on the bus to fill in Why do you think the baby on the activities. the blanks. E.g. The people on the bus bus was crying? Chd to give reasons  Show awareness of rhyme and alliteration. go up and down. Or The dogs on the bus nod and then ask for another and  Recognise rhythm in spoken words. go woof, woof, woof. another. DM Linking Sounds and Letters (40- 60 mths)- Continue a rhyming string. Green gp (M): Draw a picture of what  Hear and say the initial sound in words and know which letters represent Do you think the bus driver likes his you see out of a bus window. Then write some of the sounds. job? Why? a label for the picture. Concentrating on SEN GP Make up new verses and sing them. hearing as many sounds as they can. Language for communication: Act Out the Song to the new Red gp (LA) Draw a picture of what Development Matters 30-50mths verse they have made up: Line up you see out of a bus window. Then write Use vocabulary focused on objects and people that are of particular importance the chairs in your classroom so that a label for the picture. Concentrating to them. they resemble the inside of a bus, on first and final sounds. White House Primary School Foundation Stage CLLD Planning Term 5 Week Beginning:21.05.12 Week 6 with rows and an aisle. Sing the song with your students while sitting in the imaginary "bus". You can even let a child be the driver and let them Blue gp (SEN): sit at the front with a "steering Draw a picture of your bus and attempt wheel" to write a label saying about what colour your bus would be if you had one.