English Plan Reception 2012 Spring a Topic: Dinosaurs Non-Fiction: Information Texts Weeks

English Plan – Reception 2012 Spring A – Topic: Dinosaurs Non-fiction: Information Texts ~ Weeks 1 - 2 Week 1 Monday Tuesday Wednesday Thursday Friday On the Beforehand prepare a large, coloured Tell chn you have been doing Reveal to chn that overnight the egg Play Dinosaur Pelmonism (see Show chn dinosaur rug egg (painted papier-mâché balloon). some research & you think hatched! Introduce a toy dinosaur & resources). Place cards face names pre-written on Tell chn the egg suddenly turned up in this could be a dinosaur egg. give it a name. Do chn recognise/know down on rug. Chn take turns f/c. Can chn read them? the classroom. Lead chn in discussion Dinosaurs lived millions of which dinosaur it is? Identify & write to match pairs of dinosaurs. How did they work it about it. What could be inside? What years ago so this is an amazing dinosaur’s name on f/c, sounding it out When game is over, display out? (Sounding out /1st kind of animal could it belong to? find. What can chn do to help as you write. Play Build-a-Dinosaur (see cards. What dinosaurs are letter(s)/guessed!) resources). Place 4 cards together on (large egg = large animal) Compare egg egg hatch? What dinosaur do they? How can we find out? Underline in different rug to make a dinosaur name (Steg-o- to a real egg – thin shell, breaks chn think it could be? Write (books/internet) Divide chn colours how chn can saur-us). Read each card with chn easily, fragile. What happens if you ‘Dinosaur’ on f/c. Tell chn this into small groups & give each break down the long before combining the syllables. Using squeeze or drop a real egg? To prevent means ‘Terrible Lizard’. That’s 2 cards & a selection of info words to help read and word cards chn invent new dinosaur egg from getting hurt or broken what dinosaurs were – lizards names. Mix up cards & separate into 4/5 books. They look through to spell it. Divide chn into suggest that chn write some notices. of many different shapes & piles. (blue, red, green, purple, orange) match their picture cards 4/5s. Give each group a Discuss ideas – Please take care of sizes. Ask chn to share any Ask chn to take one card from each pile with a dinosaur in the book. dinosaur to say and this egg, Handle/hold with care, dinosaur names they know. Do & put them together in colour order. Bring chn back together & break down into 4/5 Fragile, Precious, This is not a toy! they have a favourite? Ask Read the new dinosaur name together. ask chn to identify dinosaurs. parts – each child Keep me warm, thank you. Suggest chn to help write/spell the Continue until all the cards have been Do other groups with the saying a different part some not so good ideas to make chn dinosaur names on f/c. Break used. Read all the new dinosaur names same dinosaur agree? Ask to say dinosaur name. think – Shake me, Please kick me. the word into chunks listening together. Which is our favourite? chn to spell out the dinosaur Chn share their Discuss a safe place to put the egg. for the different sounds. name. Read these together. dinosaur with the class. Guided Easy Medium Visit same website as Easy. Use field guide with chn Hard Provide chn with information books/websites to research task with Visit website on pbskids. Use field guide to research 3 facts about their favourite dinosaur. Write 2 their favourite dinosaur. Describe this to a friend. Ask chn teacher to research class dinosaur. Ask chn to facts into a sentence. First sentence should include the questions to extend descriptions (How many horns? Where is the recall a fact they learned. dinosaur name. (T-Rex is a meat eater. It is very fierce.). horn?). Chn write sentences about one feature of their dinosaur. Guided Mixed-ability groups of 3/4 chn. Play Dinosaur Trumps (see resources) with diff groups thro the week. Divide cards evenly between chn in group. Chn hold cards in a pile task with face up. One child selects a category & reads a dinosaur score from their card, e.g. Length 45 metres. Chn compare that score with their dinosaur’s score in the same Teaching category. Highest score takes the top card from each player, placing these below their other cards. The winner of each round starts the next one – choosing a different Assistant category, e.g. Killer rating 8. Chn compare scores from their new top card. Continue playing until one child has collected them all. When the game is finished, ask chn to choose a card from the pack. They should read out the scores in each category to the group & finish with ‘I am Lipleurodon’. Read information/facts rather than the scores. Daily Code-Breakers session Associated ICT: Use paint program to create own Play Code Breaker (see Sand Tray: Hide small fossils, Role-play: Make dinosaur shadow Modelling: Make a dinosaur play ‘egg notices’. Make the font big & resource). Provide chn rocks or plastic dinosaurs. Chn use puppets on black card (templates footprint in play-dough or contexts colourful. Decorate with appropriate with secret code to work brushes to gently sweep away sand on resource). Set up a white sheet plasticine. Experiment with pictures. Print and display around egg. out dinosaur name. to reveal hidden treasures! & lamp to create puppet theatre. different tools to make marks. Relevant Read Harry and the Bucketful Sing ‘Tricerotops’. For the words & Read How do Dinosaurs Read interesting facts from an info Read Harry and the Dinosaurs stories or of Dinosaurs by Ian Whybrow tune visit the KidsMusicTown Get Well Soon? by Jane book on dinosaurs. Discuss how to use go to School by Ian Whybrow & poems to & Adrian Reynolds. website. Yolen & Mark Teague. the index pages to make it quicker. Adrian Reynolds. read Every day there is a period of 5-10 minutes quiet reading when children share books and teacher reads individually.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Rec 2012 – Spr A - Topic: Dinosaurs, Literacy – Non-fiction Weeks 1-2 English Plan – Reception 2012 Spring A – Topic: Dinosaurs Non-fiction: Information Texts ~ Weeks 1 - 2 Week 2 Monday Tuesday Wednesday Thursday Friday You will need to set up a class site on Hamilton WebLearner for this week’s work and familiarise yourself with how to create webpages http://www.hamiltonweblearner.com/. On the Enlarge picture of dinosaur (see Refer back to large labelled Show chn Hamilton WebLearner. Write Tyrannosaurus Enlarge simple text on rug resources). Cut along lines, spread puzzle dinosaur from Mon’s session. Go Tell chn that we shall create a rex on f/c. Underline dinosaurs (see resources). pieces around the circle. Ask chn to to http://www.nhm.ac.uk/kids- class website all about dinosaurs. ran. What does this Ask chn to follow text as choose a piece of puzzle & tell class what only/dinosaurs/3d-dinos/ to Chn will work in pairs to create say? What other you read. Can chn identify they see (leg, horn, neck, tail, body, frill). research this dinosaur. Listen to their own webpage on their parts can chn see? the dinosaurs in the story? Repeat with all puzzle pieces then all info provided. Recap this with favourite dinosaur. Chn will be (no, saur, us) Write (Dorothy/ Diplodocus, chn as you go and also at end. Stegosaurus on f/c. complete the picture. Stick pieces on f/c. making links to other pages on the Timothy/T. rex) How did Can chn tell you a FACT about Chn work in pairs to Chn read the dinosaur name. Tell chn that site and will be able to view work they know this? What did this dinosaur? Diet, appearance, copy the dinosaur we have identified the body parts of the done by other chn. Model how to chn learn? Show chn the habits, etc. Tell chn we will write name from f/c. Ask dinosaur & now we are going to label it. access the site, add a page title, same text but with words a short caption for our dinosaur. chn to sound out & What is a label? A word or a sentence? Show a caption in a book as an pictures and text. The chn will be underline the words missing (see resources). Draw a line from the head & write head at example. Using chn’s using work already done on they find (go, saur, Read the text together, the line end. Discuss how the line points suggestions, model writing a dinosaurs to help them paste in a us). Repeat with asking chn to suggest directly to the area that is being labelled. short caption using a capital caption and label their pictures on Diplodocus (dip, us, appropriate words. Re-read Ask chn to label rest of dinosaur – drawing letter & full stop. their webpages. (NB Work can be do, plod). sentences to make sure the the lines & writing the word/s. scanned in for pasting on a page.) inserted word makes sense. Guided Chn are best working in pairs on a computer to create their webpage. Chn use whiteboards to write three descriptive words about their favourite dinosaur. Model how task with chn can write these words into a short caption (sharp teeth – It has sharp teeth.). Ask chn to find their webpage (name) (you have set this up). Copy caption from teacher whiteboard onto webpage. They add a title (name of dinosaur). Chn select a dinosaur picture, add labels & type a short caption using key words. Underline the key word/s (dinosaur feature/s) in sentence. Chn support each other in the process of creating their own webpage. NB some chn will produce more text/fewer pictures! Guided Easy Chn draw a picture of their favourite Medium Discuss features of different dinosaurs (claws/feet/tail/ Hard Chn draw their favourite dinosaur & label task with dinosaur. Ask chn to point to a feature and teeth/horn). How would chn describe these features (sharp teeth, three features. Chn include these features in Teaching draw an imaginary line to the space where long claws)? Chn draw their favourite dinosaur & label two parts of short sentences (Teeth – The T. Rex has sharp Assistant they will write the label. Support chn to its body. Write a short sentence using one dinosaur feature (My teeth to …). Encourage chn to include the dinosaur write one label and their dinosaur’s name. dinosaur has teeth. OR My dinosaur has sharp teeth.). name in their first sentence. Daily Code-Breakers session Associated Cutting and sticking: Make ICT: Use a paint program to create a Cards: Play Trumps. Role play: Use dinosaur masks Drawing: Draw dinosaurs or use play paper plate dinosaurs. Follow dinosaur scene (trees dead/alive, plants, Divide the cards evenly. made in topic session (Wk 1). stencils. Add these to dinosaur contexts instructions to make their own grass, rivers, volcanoes, rocks, hills, Take turns to call out Act out a day in the life of a scene created in ICT. Be creative Stegosaurus (see resources). mountains). Print out to add dinosaurs. scores. dinosaur. & make dinosaurs stand out. Relevant Read The Dance of Read some dinosaur facts to chn. Tell chn if they think Read Saturday Night at Read poem The Play hangman. Draw spaces for stories or the Dinosaurs by the answer is True they show thumbs up sign, if they the Dinosaur Stomp by Dinosaur Den by each letter of a dinosaur name. poems to Colin & Jacqui think it is false, they show thumbs down sign. Tell them Carol Diggory-Shields. Adam Guillain (see Ask chn for letters, inserting read Hawkins. if they were right and start again for each new question. resources). correct ones until chn guess & Q: All dinosaurs eat meat? T/F? complete the word. Every day there is a period of 5-10 minutes quiet reading when children share books and teacher reads individually.

k PSED PD CLL M UW EAD e

e Personal, Social and Physical Development Communication & Mathematics Understanding the World Expressive Arts and W Emotional Development Language / Literacy Design 1

Show chn the dinosaur egg & Stealing eggs from a Week 1 in English Counting to ten Dinosaur facts Dinosaur mask k

e pass it around reminding chn dinosaur nest! Speaking and listening – Enlarge & display a copy of What dinosaurs are there? Chn use two paper e how careful they have to be – Play this exciting game Mon - Listen with attention Dinosaurs to Ten (see Discuss different types – plates to make a W look what they are doing, only where groups of chn and discuss how to look resources) & read it to chn. Flying, 2-legged, 4-legged, Stegosaurus mask (see pass it on to someone who is work as a team to ‘steal’ after a dinosaur egg. Using large plastic model meat eating, vegetarian, etc. resources). Allow chn to ready, use both hands. Explain eggs from a dinosaur Reading – dinosaurs, choose a child to Were there any dinosaurs cut/stick independently. to chn that when they were a that lived in the water? Look nest (see resources for Thurs – Find information in stick a dinosaur to the f/c or Shapes should be baby they were just as fragile non-fiction texts and the in some information books instructions). Encourage stand a model dinosaur where it photocopied onto as this egg and although they internet. and use the contents or team work & make sure can be seen. Start poem again & coloured paper allowing have grown they still need to Fri – Hear & say sounds in index pages to check. What that chn realise that if get the chn to add dinosaurs chn to focus on cutting be looked after. Discuss who dinosaur names in order. facts can they find out about they do not obey the each time one appears in the skills or onto white looks after them (mum, dad, Writing – the class pet dinosaur? Chn family, friends, ourselves). rules, e.g. only one child Tues – Attempt to write rhyme. Practise counting to ten use the books to help them paper allowing chn to be What do they/we do to look from each team running dinosaur names sounding along row of dinosaurs. Visit explore their own particular creative and choose after each other? Listen to to steal an egg at any words out to help. http://pbskids.org/dinosaurtrai interests about dinosaurs. their own colours. Keep grown ups, follow rules, listen one time, then you will Wed – Using dinosaur n/games/fieldguide.html Encourage chn to use the the masks in a safe to their bodies, know when confiscate eggs and names experiment with and play How big are you? contents or index pages to place for chn to use in they feel sick, or fear danger. return them to nest! sounds and words. (measures/length). make their research quicker! role play. 2

Show chn the Dinosaur Dinosaur Dash Week 2 in English Play Dinosaur Trumps. Play Guess the Dinosaur Make a model Dinosaur on k Ask chn to make their own cards (see resources). Place a Key Ring from salt- e Trump cards. Which dinosaur Give all chn a tag to tuck Speaking and listening e was heaviest, longest, in back of shorts. Choose Wed – Listen with using 4 blank templates each (see dinosaur fact cards to be dough or clay (fired). W tallest? They were all 4 hungry T-Rex’s to be attention and sse talk to resource). Chn draw a dinosaur on seen easily by class and play Show chn some examples different shapes and sizes – the catchers in centre. organise thinking. each card and use dice to give a game of ‘Guess which of key rings – they are some were good at using Rest of chn start game Reading – their scores – they can use the dinosaur I am? The chn ask generally small in size to numbers thrown for any of the you questions & you need to fit into pockets. They their horns or tails or fast at down one end. When the Thurs – Sound out and read teacher says a dinosaur dinosaur names. categories. All chn have the same reply with simple ‘yes’ or ‘no’ have a hole in them to get running because they had to, name, chn make their way Fri – Shared reading number of throws to complete all answers. For example, ‘Are the ring through (chn to survive. We all have to the other end without exploring meaning and their scores. Use 1/2 dice, as chn you a meat eater?’ The could use ribbon or a pipe different strengths! Ask chn their tag being taken by sounds of new words. can add two dice together, e.g. dinosaurs are cleaner). Before the to think about what they are the hungry T-Rex. If Writing – Length 8 (3+5). eliminated/their pictures are model is hardened the good at – maths, reading, they get caught, they Mon – Write labels. When Trump cards are finished, removed as you reply. Once hole needs to be made. skateboarding, running. join dinosaurs in centre Tues – Write short chn play in small grps. the technique has been Paint their models once Discuss why they might be and help to catch on the captions. Visit the PBS kids website to play modelled, confident chn can cooked. good at these things? next go. Winners are last Dinosaur Tracks (patterns). take your place in the hot few remaining! seat to answer the questions.

Focus for Chn discover a large egg in their classroom and wonder what could be inside. Research reveals it’s a dinosaur egg! This leads chn into some exciting Week 1 work on dinosaurs - finding out more about their favourite dinosaur, fact games and making dinosaur masks! Monday Tuesday Wednesday Thursday Friday Objectives Listen attentively in a range of Listen attentively in a Extend vocabulary, especially by Begin to read words and Extend vocabulary, especially by for Week situations. [L&A] range of situations. grouping and naming, exploring the simple sentences. [R] grouping and naming, exploring Listen and respond to ideas [L&A] meaning and sounds of new words. [S] Use vocabulary and forms of the meaning and sounds of new 1 expressed by others in Write own name and Hear and say the initial sounds in speech that are increasingly words. [S] conversation or discussion. [U] other things such as words. [R] influenced by their Hear and say the initial sounds Link statements and stick to a labels and captions. Segment the sounds in simple words experiences of books. [R] in words. [R] main theme or intention. [S] [W] and blend them together and know Know that information can be Segment the sounds in simple Express themselves Use their phonic which letters represent some of them. retrieved from books and words and blend them together effectively, showing awareness knowledge to write [R] computers. [R] and know which letters of listeners’ needs. [S] words in ways which Begin to read words and simple Use phonic knowledge to represent some of them. [R] Develop their own narratives match their spoken sentences. [R] decode regular words and Use phonic knowledge to decode and explanations by connecting sounds. [W] Use phonic knowledge to decode read them aloud accurately. regular words and read them ideas or events. [S] Write some irregular regular words and read them aloud [R] aloud accurately. [R] common words. [W] accurately. [R] Read some common irregular Read some common irregular Read some common irregular words. [R] words. [R] words. [R] Teacher Easy Medium Hard activity Use talk to organise, sequence and Link statements and stick to a main Know that information can be retrieved from books and computers. [R] clarify thinking, ideas, feelings and theme or intention. [S] Read and understand simple sentences. [R] events. [S] Know that information can be retrieved Use phonic knowledge to decode regular words and read them aloud accurately. [R] Know that information can be retrieved from books and computers [R] Read some common irregular words. [R] from books and computers. [R] Write simple sentences which can be Demonstrate understanding when talking with others about what they have read [R] Demonstrate understanding when read by themselves and others. Some Write simple sentences which can be read by themselves and others. Some words talking with others about what they words are spelt correctly and others are spelt correctly and others are phonetically plausible. [W] have read. [R] are phonetically plausible. [W] TA Easy/Medium/Hard activity Use vocabulary and forms of speech that are increasingly influenced by their experiences of books. [R] Know that information can be retrieved from books and computers …and other sources. [R] Read and understand simple sentences. [R] Use phonic knowledge to decode regular words and read them aloud accurately [R] Read some common irregular words. [R] Demonstrate understanding when talking with others about what they have read. [R]

Scroll down for the abbreviations used in the tables above

Websites Week 1 http://pbskids.org/dinosaurtrain/games/fieldguide.html for the dinosaur field guide to find out lots of amazing dinosaur facts http://kidsmusictown.com/childrenssongslyrics/animals/dinosaurs/triceratops.htm for the words and music for the Triceratops song Week 2 http://www.nhm.ac.uk/kids-only/dinosaurs/3d-dinos/ great information site to research different dinosaurs http://www.hamiltonweblearner.com/ http://pbskids.org/dinosaurtrain/games/dinotracks.html to follow the dinosaur tracks game

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Abbreviations for Objectives Tables

Area of Learning and Development Aspect Abbreviation Prime Areas Personal, Social and Emotional Development(PSED) Making relationships MR Self-confidence and self-awareness SC&SA Managing feelings and behaviour MF&B Physical Development (PD) Moving and handling M&H Health and self-care H&SC Communication and Language (CL) Listening and attention L&A Understanding U Speaking S Specific Areas Literacy (L) Reading R Writing W Mathematics (M) Numbers N Shape, space and measures SS&M Understanding the World (UW) People and communities P&C The World TW Technology T Expressive Arts and Design (EAD) Exploring and using media and materials EUM&M Being imaginative BI