Teaching and Learning Sequence

Key Stage: Y1 Text: Oi Frog! Length of sequence: 3 weeks http://www.amazon.co.uk/Oi-Frog-Kes-Gray/dp/144491085X

Key learning Outcome Write your own silly rhyming sentences based on pattern of the text. Elicitation Task: Play a rhyming game with the children: for example, pass a rhyme around the circle (words or pictures on cards and you try to make rhymes with the word until you run out; then take another word). In phonics session, get the children to write a simple rhyming caption or sentence for a CVC word e.g. the cat sat on the mat or cat on the mat. Use the outcomes from this to adapt the medium term plan and working at and above national standards outcomes. Medium Term Plan

Reading Writing Grammar  Recognising and joining in  Sequencing sentences to Develop their understanding of with predictable phrases form short narratives the concepts set out in  Learning to appreciate  Write sentences by saying out Appendix 2 by: rhymes and poems, and to loud what they are going to  beginning to punctuate recite some by heart write about sentences using a capital  Drawing on what they already  Write sentences by letter and a full stop, know or on background composing a sentence orally question mark or information and vocabulary before writing it exclamation mark Develop their understanding of provided by the teacher Sequencing sentences to  the concepts set out in Appendix Apply phonic knowledge and  form short narratives 2 by: skills as the route to decode  Write sentences by saying out  leaving spaces between words loud what they are going to words  Read accurately by blending write about  joining words and joining sounds in unfamiliar words  Write sentences by clauses using ‘and’ containing GPCs that have composing a sentence orally  How words can combine been taught before writing it to make sentences Grammar Terminology letter, word, sentence, punctuation, full stop, question mark, exclamation mark

Spoken Language Select and use appropriate registers for effective communication

Working at national standards Working above national standards  generate and record rhyming words using  understand different types of sentences GPCs already taught (statements, commands, questions)  write simple sentences with spaces between  use expanded noun phrases words  use and , but or so to join clauses  punctuate simple sentences with full stops, question or exclamation marks

Guided group writing targets:

Gp 1 Gp2 Gp3 Gp4 Gp5

Teaching Guided Work linked Learning to sequence (I can … / I know… / I understand…) Familiarisation/ Immersion in text/Analysis Use the imitate phase of the sequence to construct a writerly knowledge chart with the children. Imitate: Learn and remember the text: map and teach the first 4 pages of the book to the class. In telling, focus on expression and telling it to emphasise the humour. Read the whole text: talk to the children about what they like and what patterns they notice. Develop book talk by:  Collecting the rhyming pairs of words. Link to phonics by discussing alternative representations.  Discussing the characters of the Frog and the Cat. Generate some words to describe them. Role-play or hot seat these characters.  Collecting and exploring the funniest bits of the book. Why are they funny?  Telling the story just in the speech bits (could write what they say on speech bubbles). Grammar: Secure the concept of a sentence and introduce the idea that sentences can be questions or commands:  Use some of the simple statements in the text to secure SVO structure of sentence. For example ‘hares sit on chairs’ Ask the class: o Who sits on chairs? o What do hares do? o What do hares sit on?  Identify the questions in the text. How do we say them? How do we know they are questions? Introduce the question mark.  Role-play some of the conversations between the cat and the frog. Other children hold up question mark at end of questions.  Sort sentences from the text into questions and not questions. Use the simple statements like ‘Hares sit on chairs’  Generate own questions orally with question starters like the book: o ‘Can’t I…?’

o ‘What about…?’ o ‘Perhaps I could…?

Generate a Writerly Knowledge chart for this text with the key ingredients that make this book special.

Box up the text

Innovate In order to create a shared version of the beginning of the text the class will need to generate lots of possible matching rhyming pairs. The pairs need to be matching animals to nouns, e.g. cat with mat, to support the model of the text. Rhyming dictionaries are very helpful for this, and here is an example of an online version: http://www.rhymer.com/  Create a list of matching pairs on working wall. Here are a few examples : o Lynx/sphinx o Pig/fig/twig o Bear/stair/chair o Goose/juice o Baboon/moon o Fly/pie/eye o Whale/sail/tail o Stork/fork o Mouse/house/grouse/louse  Orally rehearse sentences and questions following the pattern of the text  Generate other verbs which could be used instead of ‘sit’. In example below we suggest ‘wear’. These could be generated by the children making up ideas from the matching pairs  Choose one to start with and model boxing up the innovate. This could be done in images/words or phrases.  Map and tell the text.

Shared Writing

 Model writing each section with correct use of question marks and exclamation marks. You could write onto speech bubbles to avoid using speech marks if appropriate.  Children independently write their version of the Rat…text.

Mark the writing and identify elements to be taught in the invent stage Capturing Ideas Invent .  Children need to generate their own version of Oi Frog!. They can choose the starting animal from the list of matching pairs already generated, or create a new one.  Children need to box up (with pictures/mapping or words) and then create their own text. The number of boxes could be reduced for some children and they can focus on the simple statements.  Use guided writing to support children with transcriptional elements of the writing process.  Children could produce illustrations to support the text.  Support children writing the text through revising and editing of the text to include the elements taught throughout the sequence.  Compare and comment on the progress made from the elicitation

© 2014 Babcock International Group www.babcock-education.co.uk/ldp/literacy Key Stage: Y1 Text: Oi Frog! Length of sequence: 3 weeks http://www.amazon.co.uk/Oi-Frog-Kes-Gray/dp/144491085X task and the invent writing.

Boxing up

Imitate Innovate (could be visual) Invent Sit on a log Frog! Oi Rat! wear a hat! But… But I don’t want to wear a hat Frog doesn’t want to because it because it is is nobbly and uncomfortable too big and floppy and it covers and they give you splinters. my eyes. ‘I don’t care’ said cat I don’t care said … Frog asks to sit on the mat Rat asks to wear a coat? Only cats sit on mats Only Goats wear coats ‘What about a chair?’ What about a sock? Hares sit on chairs Crocs wear socks