Grange Primary EYFS Planning - KLEE Class - Week Beginning Monday 2 nd February- LITERACY – Dinosaurs

Groups: Green Group: Sanuji, Mohra,Yonis,,Fares Hashir Blue Group: Hewad, Alisha, Daaniyaal, Victoria

Yellow Group: Rehaan, Yug, Maryama, Patryk Bashir Orange Group:, Samra, Alex, Luxi, Malak, Melissa Red Group: Jamal, Timeea, Noor, Vanaiya, Hamada, Yusuf

Term 3 Week 5Topic: Dinosaurs

Literacy2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place? Success Criteria

Resources to support

exploration & extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

Mon

day

2nd F

ebru

ary

Must write labels with support.

Should write labels using adjectives with support.

Could write labels using adjectives indep.

Enjoys an increasing range of books.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Knows that some words describe people or objects.

Uses phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words.

Can write words, labels and small phrases.

Tell me about Harry?

What is he wearing?

What colour is it?

What does it look like

Can you label Harry’s clothes?

What sounds can you hear when you say the word?

Which “special friends” (two letters together) have you used?

Read Harry and the Dinosaurs go Wild. Recap what extinct means. Show children the picture of Harry in SMART notebook. .( In response to the difficulty children faced when adding adjectives to a sentence last week, they will begin by identifying simple adjectives). Teacher to ask children to talk about what he is wearing Ask chn to scribe on the board. Let’s add an adjective. Recap what an adjective is. Write the adjective in a different colour on the board in front of the noun. Tell children they will be writing labels - define.

Ourdha: Ask the children to colour and make patterns on Harry’s clothes. Ask them to describe his clothes as they are doing so. Ask children to write 2 adjective labels for Harry’s features- Yellow spotty top. Blue stripy pants. Short brown hair. Independent where possible Green/ Blue /yellow Group

Bev: Can segment the sounds in simple words and blend them together and know which letters represent some of them (AM target): Malak, Patryk, Timeea, Alex, Samra, Bashir, Noor, Hashir, Jamal, Luxi)

Denise – Outside – see separate plans.Plenary. Children to pair up with a child from a different group. Share the work that they have done. Can the other child identify the adjectives in the work that has been done?

11.15: Whole Class Change books/Hear Readers (see grid)

Children can draw a person with recognisable features

Children label a picture

Children can use adjectives in their work

M: Make a Pterodactyl from cut out shapes.

LIT. Draw a picture about your favourite part of the story.

UW :IWB

http://www.topmarks.co.uk/Search.aspx?q=dinosaurs -Dino Dig graph game.

EAD: Ch. to make dinosaurs peg labels.

PSED: Ch. to share with a friend the picture about their favourite part of the story .

PD:Walk like a dinosaur / dinosaurs songs .

Term 3 Week 5Topic: Dinosaurs

Literacy2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place?

Resources to support

exploration & extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

Tues

day

3rd

Febr

uary

Must write labels with support.

Should write labels using adjectives with support.

Could write labels using adjectives indep.

Enjoys an increasing range of books.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Knows that some words describe people or objects.

Uses phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words.

Can write words, labels and small phrases.

Tell me about Harry?

What is he wearing?

What colour is it?

What does it look like

Can you label Harry’s clothes?

What sounds can you hear when you say the word?

Which “special friends” (two letters together) have you used?

Read Harry and the Dinosaurs Make a Splash. Revisit work that we did yesterday on labelling Harry’s clothes. Recap what an adjective is and how we use it to improve a sentence. Show example of child’s work.

Ourdha Ask the children to colour and make patterns on Harry’s clothes. Ask them to describe his clothes as they are doing so. Ask children to write labels for Harry’s clothes e.g. red top, yellow shoes etc - Encourage children to sound out the words – Note if children can tell you the initial sounds of words.. Orange/Red Group

Bev: Extension work – Focus – uplevelling sentences using adjectives. Also ensure children are using capital letters, finger spaces and full stops when writing sentences. (Sanuji, Yonis, Fares, Victoria, Hewad, Alisha, Hashir)

Denise – Outside – see separate plans.

Plenary: : Why do we use adjectives in writing?

1.15: Whole Class Change books.Hear Readers (see grid)

P.M:Guided reading: Blue group

Children can draw a person with recognisable features

Children label a picture

Children can use adjectives in their work

M: Make a Pterodactyl from cut out shapes.

LIT. Draw a picture about your favourite part of the story.

UW :IWB

http://www.topmarks.co.uk/Search.aspx?q=dinosaurs -Dino Dig graph game.

EAD: Ch. to make dinosaurs peg labels.

PSED: Ch. to share with a friend the picture about their favourite part of the story .

PD:Walk like a dinosaur / dinosaurs songs .

Term 3 Week 5Topic: Dinosaurs

Literacy2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration & extension within the foundation unit and Cross-Curricular Links

Day Weekly LOs & ELGs

Vocab & Questions

Wed

nesd

ay 4

th F

ebru

ary

Must say/write initial sounds of words (?WS)

Should write using “because” in their sentence

Could write using capital letters and full stops accurately.

Engage with books through exploring

Enjoys an increasing range of books.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Uses phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words.

Write simple sentences that can be read by themselves and others.

Attempts to write short sentences in meaningful contexts.

Uses “ because” to explain their reasoning.

Which story is your favourite?

Can you tell me why?

What happens in the story?

What does Harry do?

What do his dinosaurs do?

Can you pinch the sounds.

Have you used a capital letter at the beginning of your sentence?

Have you used a full stop at the end of your sentence?

Because

Read Harry and the Dinosaurs at the Museum. Ask children to think about the other Harry stories that they have read. Prompt with pictures on SMART Notebook. Partner talk about their favourite Harry book. Take a suggestion and write on the board. Ask that child why? What makes that story better than the others. Explain that children will like different ones because we are different and like different things. Model writing the sentence ‘My favourite book is………………..’ now we will add why we like it ‘ because …….. Check for capital letters, full stops and finger spaces at the end

Ourdha: Children write a book review. They write the sentence independently using their sounds and show ‘because’ to explain their reasoning. Blue/ Green group

Bev: Can segment the sounds in simple words and blend them together and know which letters represent some of them (AM target): Malak, Patryk, Timeea, Alex, Samra, Bashir, Noor, Hashir, Jamal, Luxi)

Denise – Outside – see separate plans.

Plenary: : Show children a sentence that needs a capital letter, finger spaces or full stops. Ask children to spot if the work can be improved.

PE: Dance Walk Like a Dinosaur

Children to say their favourite story from the story book collection

Children to write a sentence using because.

Children to write sentences using full stops, leading lines, capital letters and finger spaces.

M: Make a Pterodactyl from cut out shapes.

LIT. Draw a picture about your favourite part of the story.

UW :IWB

http://www.topmarks.co.uk/Search.aspx?q=dinosaurs -Dino Dig graph game.

EAD: Ch. to make dinosaurs peg labels.

PSED: Ch. to share with a friend the picture about their favourite part of the story .

PD:Walk like a dinosaur / dinosaurs songs .

Term 3 Week 5Topic: Dinosaurs

Literacy2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration & extension within the foundation unit and Cross-

Day Targets Weekly LOs & ELGs

Vocab & Questions

Curricular Links

Thu

rsda

y 5th

Feb

ruar

y

Must say/write initial sounds of words (?WS)

Should write using “because” in their sentence

Could write using capital letters and full stops accurately.

Engage with books through exploring

Enjoys an increasing range of books.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Uses phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words.

Write simple sentences that can be read by themselves and others.

Attempts to write short sentences in meaningful contexts.

Uses “ because” to explain their reasoning.

Which story is your favourite?

Can you tell me why?

What happens in the story?

What does Harry do?

What do his dinosaurs do?

Can you pinch the sounds.

Have you used a capital letter at the beginning of your sentence?

Have you used a full stop at the end of your sentence?

Because

Read Romp in the Swamp. Look at the person that wrote the book- Ian Wybrow - this is called an author. Read his name and show chn his picture, talk about his ideas and how much work it must have been to write so many books. Look at some work the children did yesterday and say we will be continuing to do this today. Model writing the sentence ‘My favourite book is………………..’ now we will add why we like it ‘because …….. Check for capital letters, full stops and finger spaces at the end.

Ourdha: Finish the sentence “I like ……(book title) Remind children to use finger spaces and full stops. Red,/ Orange/Yellow groups

Bev: Reading assessments

Denise – Outside – see separate plans.

Plenary: Look at children’s work. Did they find it hard or easy to do a book review? What is the most popular story? Read it again – or read it at storytime this afternoon.

11.15: Whole Class Change books/Hear Readers (see grid)P.M: Guided reading: Red and Orange

Lunchtime: Story Writing Club – Sanauji, Yonis, Mohra,

Children to say their favourite story from the story book collection

Children to write a sentence using because.

Children to write sentences using full stops, leading lines, capital letters and finger spaces.

M: Make a Pterodactyl from cut out shapes.

LIT. Draw a picture about your favourite part of the story.

UW :IWB

http://www.topmarks.co.uk/Search.aspx?q=dinosaurs -Dino Dig graph game.

EAD: Ch. to make dinosaurs peg labels.

PSED: Ch. to share with a friend the picture about their favourite part of the story .

PD:Walk like a dinosaur / dinosaurs songs .

Term 3 Week 5Topic: Dinosaurs

Literacy2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration & extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

F

rida

y 6th

Feb

ruar

y

Must write initial sounds of words

Should write at least one sentence using finger spaces

Could write several longer sentences using capital letters and full stops accurately.

Writes using capital letters, full stops and finger spaces correctly.

Enjoys an increasing range of books.

Knows that information can be retrieved from books and computers.

Uses phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words.

Write simple sentences that can be read by themselves and others.

What happens when you go home?

Can you write what happens next?

Have you used full stops properly?

Have you used finger spaces?

Can you read back your work?

Can you show me your leading lines?

KUW & Literacy Whole Class: - BIG WRITE

Tell the children to imagine that they have a bucket full of dinosaurs and they are going to take them home. What will they do with them when they get home? Re-enact what they will do. Tell ch. that they will be writing their own story about what they do at home. Remind the children that they will have different stories because people will do different things when they get home. Model writing the title with my name- Mrs. Weber and the Dinosaurs Go Home. Write a sentence- At home I put the dinosaurs on the floor and let them play. Partner talk about what they can do at home with their dinosaurs.

Bev – Encourage children to say sentence that want to write and then model writing sentence on board using alphabet charts and word mats. Ch. to copy sentence into their books. Red/ Orange groups

Ourdha: Encourage children to write – recording any sounds that they can hear using alphabet charts and word mats. Yellow/Blue Group

Denise: Write sentences using accurate full stops, finger spaces (Sanujil) and capital letters . Focus on writing letters correctly formed using leading lines. Green Group

Plenary: Read a magnificent piece of children’s work.

11.15: Whole Class Change books.Hear Readers (see grid)P.M: Guided reading: Green Group

Children are able to say the sentence that they want to write.

Children are able to say initial sounds in words.

Children are able to record the sounds that they can hear.

Children to write sentences using full stops, leading lines, capital letters and finger spaces.

M: Make a Pterodactyl from cut out shapes.

LIT. Draw a picture about your favourite part of the story.

UW :IWB

http://www.topmarks.co.uk/Search.aspx?q=dinosaurs -Dino Dig graph game.

EAD: Ch. to make dinosaurs peg labels.

PSED: Ch. to share with a friend the picture about their favourite part of the story .

PD:Walk like a dinosaur / dinosaurs songs .

Grange Primary EYFS Planning Reception Class - MATHS

Term 3 Week 5Topic: Dinosaurs

Maths

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration &

2nd-6th February extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

M

onda

y 2nd

Feb

ruar

yMust begin to understand the concept of number bonds to 5.

Should answer questions on number bonds by referring to their books.

Could answer number bond questions without referring to their books.

ELG:

To know number bonds to 10.

Firm Foundations

Numicon

Warm UpIntroductionCount to 100 using SPLAT hundred square. More confident children to face away from the IAWB. Remind ch. of work that they did on number bonds last week. Ch. to refer to maths books to answer questions on number bonds. See if ch. know number bonds without referring to their books.

Bev:MATHS ASSESSMENT TEST. Work with ch. individually until they have completed the test.

DeniseI-Pads groups of 6Maths dots.

Ourdha: Outside - Continue to re-enforce positional language with Hamada, Malak, Bashir, Noor, Luxi and Timeea.

PlenaryPlay Simon Says revisiting positional language.

Children are able to count to 100.

Children are becoming familiar with number bonds to 10.

Children use technology to extend their learning.

Children use positional language confidently.

M: Tick the boxes with the right number of dinosaurs.

UW IWB

http://www.topmarks.co.uk Ordering by size game.

PD Ch.to take the dinosaurs on a train ride.

EAD: Ch. To make clay teeth.

LIT: Harry and the Dinosaurs make a splash . Can you draw a picture from the story? Can you write about it?

PSED: talk to the children about visiting a museum.

Term 3 Week 5Topic: Dinosaurs

Maths

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

2nd-6th February exploration & extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

Tue

sday

3rd

Feb

ruar

yMust recognise numbers to 10 count out the appropriate number of objects

Should be able to do simple addition using objects and a numberline.

Could do addition by counting on from the first number.

ELG:

Using quantities and objects children add and subtract two single digit numbers counting on and counting back to find the answers.

Firm Foundations

Numicon

8b - Knowing the shapes and numerals

Add

Addition

Plus

Altogether makes

Equals

Number sentence

Counting on

Numberline

Warm UpIntroductionRevisit addition – how do we work out this number sentence? Refer to jumping along a number line. Show ch how we can work it out by putting the first number in our heads and counting on.BevChildren to choose two cards. Put the highest number first then create an addition sentence. Work out answer by counting on. (Green Group)Children to choose two cards. T. to model how to set out an addition sentence. Support children to work out answer using a number line. (Blue/Yellow Group)Denise - OutsideLA: Children to work on counting. Ch. to play 10 Special Things(Assertive Mentoring targets)To work with (Hamada, Malak, Timeea, Jamal, Samra, Vanaiya, Luxi,Hashir ,Noor, Yusuf)

Ourdha: : ON COURSE

PlenaryDo simple addition sum on board. Then remind ch. how we can find out the answer by putting the first number in our heads and counting on.

Children can count 1:1 up to 10 objects.

Children can do simple addition using counters.

Children can do simple addition using a number line

Children can do simple addition by counting on.

M: Tick the boxes with the right number of dinosaurs.

UW IWB

http://www.topmarks.co.uk Ordering by size game.

PD Ch.to take the dinosaurs on a train ride.

EAD: Ch. To make clay teeth.

LIT: Harry and the Dinosaurs make a splash . Can you draw a picture from the story? Can you write about it?

PSED: talk to the children about visiting a museum.

Term 3 Week 5Topic: Dinosaurs

Maths2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration &

extension within the foundation unit and Cross-Curricular Links

Day

Targets Weekly LOs & ELGs

Vocab & Questions

Wed

nesd

ay 4

th F

ebru

ary

Must recognise numbers to 10 count out the appropriate number of objects

Should be able to do simple addition using objects and a numberline.

Could do addition by counting on from the first number.

ELG:

Using quantities and objects children add and subtract two single digit numbers counting on and counting back to find the answers.

Firm Foundations

Numicon

8b - Knowing the shapes and numerals

Add

Addition

Plus

Altogether makes

Equals

Number sentence

Counting on

Numberline

Warm UpIntroductionRevisit addition – follow on from work we did yesterday. Children to choose two cards - create an addition sentence on board. Work out the answer by using a number line/counting on.

BevProblem solving – Extension work for HA children.I have got 5 counters. There are three on the table how many are under the dish? Can children work out the answer. Can they explain how they can work it out.

DeniseChildren to choose two cards. T. to model how to set out an addition sentence. Support children to work out answer using counters (Orange and Red Groups)

Ourdha: : Outside - see separate plans.

PlenaryAsk HA children to talk about how they have learnt to do addition by counting on. Note any other children who can do this.Quick fire number bond quiz.

Children can count 1:1 up to 10 objects.

Children can do simple addition using counters.

Children can do simple addition using a number line

Children can do simple addition by counting on

M: Tick the boxes with the right number of dinosaurs.

UW IWB

http://www.topmarks.co.uk Ordering by size game.

PD Ch.to take the dinosaurs on a train ride.

EAD: Ch. To make clay teeth.

LIT: Harry and the Dinosaurs make a splash . Can you draw a picture from the story? Can you write about it?

PSED: talk to the children about visiting a museum.

Term 3 Week 5Topic: Dinosaurs

Maths

What do we want the children to learn?

How will we enable this learning to take place?

Success Criteria

Resources to support

exploration &

2nd-6th February extension within the foundation unit and Cross-Curricular Links

Day

Targets Weekly LOs & ELGs

Vocab & Questions

Th

ursd

ay 5

th F

ebru

ary

Must recognise numbers to 10p count out the appropriate number of pennies

Should be able to do simple money addition with support.

Could do money addition by counting on from the first number.

DM/ELG:

Beginning to use everyday language relating to money.

Firm Foundations

Numicon

8b - Knowing the shapes and numerals

Money

Pence

Pennies

Price

Add

Addition

Plus

Altogether makes

Equals

Number sentence

Counting on

Numberline

Warm UpIntroductionTalk to children about addition work we have been doing this week. Tell children we can use addition in lots of different ways and today we will be looking at adding money. Tell children we are going to be buying some dinosaurs from the Museum shop. Choose one dinosaur – ask ch. to read its price tag (5p) Choose another dinosaur. Ask ch. to read its price tag (2p) Ask children how much would it cost if I wanted to buy both dinosaurs. Demonstrate writing addition sentence on board. Get child to count out 7 1p coins.Show children a picture of a teddy with a price tag on it. Repeat with another two dinosaurs with different price tags.

Bev:Work in Museum shop with groups of children, getting them to choose two dinosaurs to buy and then adding prices together. Children then to pay using 1p coins.(Red/Orange Group)

Denise Readers

Ourdha: Outside - Challenge Maths activityRevisit finding the missing number in an addition sentence – work covered yesterday. How can we work out the missing number in a subtraction sentence? (Green Group)

PlenaryDemonstrate work done with Red/Orange group in Museum shop – ask a child to talk about how they worked out how much they had to pay.

Children can count 1:1 up to 10p.

Children can do simple addition using money

Children can do simple addition using money by counting on

M: Tick the boxes with the right number of dinosaurs.

UW IWB

http://www.topmarks.co.uk Ordering by size game.

PD Ch.to take the dinosaurs on a train ride.

EAD: Ch. To make clay teeth.

LIT: Harry and the Dinosaurs make a splash . Can you draw a picture from the story? Can you write about it?

PSED: talk to the children about visiting a museum.

Term 3 Week 5Topic: Dinosaurs

Maths

What do we want the children to learn?

Success Criteria

Resources to support

exploration &

2nd-6th February extension within the foundation unit and Cross-Curricular Links

Day Targets Weekly LOs & ELGs

Vocab & Questions

Fri

day

6th F

ebru

ary

- PPA

Must recognise numbers to 10p count out the appropriate number of pennies

Should be able to do simple money addition with support.

Could do money addition by counting on from the first number.

DM/ELG:

Beginning to use everyday language relating to money.Firm Foundations

Numicon

8b - Knowing the shapes and numerals

Money

Pence

Pennies

Price

Add

Addition

Plus

Altogether makes

Equals

Number sentence

Counting on

Numberline

IntroductionNumber bond quiz.

Work in Museum shop with groups of children, getting them to choose two dinosaurs to buy and then adding prices together. Children then to pay using 1p coins.(Yellow, Blue, Green Groups)

Ourdha/Denise:To prepare outside area for next week/Hear readers/filing

Children can count 1:1 up to 10p.

Children can do simple addition using money

Children can do simple addition using money by counting on

M: Tick the boxes with the right number of dinosaurs.

UW IWB

http://www.topmarks.co.uk Ordering by size game.

PD Ch.to take the dinosaurs on a train ride.

EAD: Ch. To make clay teeth.

LIT: Harry and the Dinosaurs make a splash . Can you draw a picture from the story? Can you write about it?

PSED: talk to the children about visiting a museum.

Term 3 Week 5Topic: Dinosaurs

Topic Work

2nd-6th February

What do we want the children to learn?

How will we enable this learning to take place? Resources to support exploration &

extension within the foundation unit

Targets Area LOs & ELGs Vocab & QuestionsListen to Understanding

the WorldChildren recognise that a range of technology is used in places such

IWB Discuss importance of working together in pairs at the IWB . Also discuss taking turns.

Class computerIWB

others’ ideas

Should share ideas about their own culture

Could discuss other cultures, similarities and differences

as homes and schools. They select and use technology for particular purposes.

Dino puzzles

http://www.cbeebies.com/australia/dinopaws/Can you complete the puzzle?

http://www.cbeebies.com/australia/dinopaws/

Expressive Arts and Design.

Ch to use what they have learnt about media and materials in originals ways, thinking about uses and purposes.

Dinosaurs ,puppets.Can you make a dinosaur puppet?

Ch. to make dinosaur puppets at the Creative Area. Dinosaur puppet template, lolly sticks, felt tips.

Personal, Social & Emotional Development

Ch. work as part of a group or class ,and understand and follow the rules. They adjust their behaviour to different situations, and take charges of routine in their stride.

Dinosaurs Museum.Ch. to pretend they are visiting a Museum in the Role play Area.What dinosaurs like to eat?

All adults to encourage the ch. to play pretending visiting a museum. Adults to talk about how we use magnifying glasses and cameras.

Camera for evidence.

Physical Development

Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

Dinosaurs names- T-rex,Triceratops.How dinosaurs walk?

Ch. to pretend they are dinosaurs in the garden-walk /talk like dinosaurs.

Dinosaurs books in the outdoor reception area.