Weekly Planning Sheet - Literacy
‘Not Now Bernard – David McKee’
Objective
Tues
WALT
Identify the
main
character in
the story
Identifying and
discuss the
main characters
in stories
Recalling
specific
information in
texts
Making
predictions
based on what
has been read
so far
Make basic
inferences
about what is
being said and
done
Discussing the
title and how it
relates to the
events in the
whole story
Shared
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------Read the story “Not Now
Bernard” Begin with discussion
of front cover illustration –
Who might the characters be?
What do you think the monster’s
part in this story might be?
Make a list of the characters in
this story and talk about who is
the most important. Describe
the monster as “main character”.
Write several key words
(adjectives) to describe the
monster on the board then
model putting one in a sentence.
“The monster is
……………………………” Challenge the
children to find exciting words
that we can add to our wow
words.
Teacher: Mrs Coates and Miss Morris
Success criteria
Can I identify
characters in a
story?
Can I predict
what might
happen?
Can I think of
words to
describe a
character?
Can I write a
sentence
including a key
word (adjective)?
Year 1
Whole class and individual work
Independent
MA
Draw a picture of the
monster. Share ideas of
words to describe and
teacher scribe on large
paper. Children to sound
out the words
phonetically on their
paper too.
HA
Draw a picture of the
monster and write a
sentence under it using
at least 1 adjective.
Date: 04/01/2016
Plenary
Key questions
/Focus
Introduce some
vocabulary not
used in the session
i.e. interesting
adjectives. Sort
into two sets those
which describe the
monster and those
which do not.
Evaluation
Teacher Led:
Teacher works with one group, Miss Elliot works with
another. Remainder of the class accessing
continuous provision. Swap on day 2.
Can I use my
phonic knowledge
to spell words?
Can I decide
which adjectives
apply to a
character and
which do not?
1
Wed /
Thurs
WALT
identify and
describe a
character
WALT
use
connectives
in writing
Say, and hold in
memory whilst
writing, simple
sentences
which
make sense
Separate words
with finger
spaces
Punctuate
simple
sentences with
capital letters
and full stops
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------Show a large picture of the
monster – ask the children who
it is. Use talking partners to
generate description of
monster. Use the sentence from
yesterday. Choose a couple of
sentences then ask children if
they could add a bit more to
their sentence by using a
connective. Show the word
“because” help to read then add
to end of sentence and discuss
how we could finish the
sentence. Scribe some of the
children’s idea. Read it all
together.
Can I describe a
character to my
partner using
adjectives?
Can I use a
connective to add
a bit more to a
sentence?
MA
HA
Provide some words to describe the monster e.g.
cheeky, friendly, greedy. Children put into a
sentence using ‘because’ and record. Illustrate with
a picture.
Sentence puzzles –
Beginning,
connective and end
jumbled. Children
to put these
together. Check
that they make
sense.
Can I read aloud
ideas?
Teacher Led:
Teacher works with one group, Miss Elliot works with
another. Remainder of the class accessing
continuous provision. Swap on day 2.
Use simple
connectives to
link
ideas e.g. and,
because
Mon/
Tues
WALT
Retell a
story using
pictures
Read accurately
by blending
sounds in
unfamiliar
words
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------Show a set of pictures from the
text. Ask children to describe
each picture, encourage use of
Can I describe a
picture using full
sentences?
Can I use my
phonic knowledge
and some other
strategies to
read a sentence?
Use storyboard to place pictures from the text in
the correct order. Children to write a word (LA) or
sentence (HA) under each picture.
Continuous Provision Table
Make monster mask and decorate.
Miss Elliot works with groups throughout the
morning ensuring all children complete the task.
Spot the mistake
Sort 4 sentences
into columns to see
whether they are a
good sentence or
not. Demonstrate
how to check.
2
Apply phonic
knowledge for
reading
Write simple
sentences that
can
be read by
themselves and
others
Separate words
with finger
spaces
Punctuate
simple
sentences with
capital letters
and full stops
Use simple
connectives to
link
ideas e.g. and
Sequence
ideas/events in
order
full sentences. Show a simple
sentence relating to one of the
pictures. Encourage use of all
strategies to read the sentence
– phonics, use of context, key
words. Ask the children how
many sentences are contained in
it (make sure there is just one
but over two lines). Remind
children of the concept of a
sentence as one idea. Look at all
the features of the good
sentence they have read. Match
the sentence to the correct
picture from the text. Repeat if
time allows.
Human sentences relating to the
story. Talk about what a good
sentence needs. Show a
sentence with some mistakes.
Can the children spot what is
missing from the sentence?
(Target HA asking –
How could *** improve her
sentence? - aim for use of
adjectives or connectives)
Can I match a
sentence I have
read to the
appropriate
picture?
Teacher Led:
Teacher works with one group, Miss Elliot works with
another. Remainder of the class accessing
continuous provision. Swap on day 2.
Can I spot and
correct mistakes
in a sentence?
Can I improve a
sentence to make
it more
interesting?
Can I order
pictures from a
story in the
correct order?
Can I write a
sentence?
Can I use my
phonic knowledge
to spell words?
3
Wed /
Thurs
WALT use
different
words for
said
Apply phonic
knowledge for
reading
Read aloud
accurately
books that are
consistent with
their developing
phonic
knowledge
Develop
fluency,
accuracy and
confidence by
re-reading
books
Fri
WALT
discuss and
explore
characters
Identifying and
discuss the
main characters
in stories
Relating texts
to own
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------Read Not Now Bernard on a
PowerPoint. Highlight all of the
said words. Can anyone think of
a different word for said?
List ideas on the board.
Write some of the words on
Post Its and cover up the said
words.
Re read the PowerPoint using
words other than said.
Do you think it sounded better
the first time we read it or the
second time?
Why?
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------Show a picture of a monster –
Do the children believe in
monsters?
Have they ever seen one?
Have they ever seen one on TV?
Can I think of
some better
words than ‘said’?
MA
HA
Can I use my
phonic knowledge
to spell and write
words to replace
‘said’?
Can I write a
sentence using a
word to replace
‘said’?
Give each child a speech bubble. Children write in
words instead of said. They then stick it in and draw
a picture of themselves saying it.
Ext: Can the children highlight the best one? Why
do they think it is best?
Read another
David McKee story
to the children.
Identify ‘said’
words and think of
better words.
Notice other
words used instead
of said and discuss
how good they are.
Can we think of
even better ones?
HA
Use their favourite word in a sentence.
Can I imagine
what a monster
might be like and
what it might like
to do?
Can I think of a
name for a
monster?
Can I use my
Teacher Led:
Teacher works with one group, Miss Elliot works with
another. Remainder of the class accessing
continuous provision. Swap on day 2.
MA
HA
Children write sentences Children write sentences
about things their
about things their
monster likes to do. “My
monster likes to do using
monster likes to ….”
an adjective. “My
monster likes to ….”
Explain to the
children what the
plot will be for
their story. Link to
the list of
suggestions made
about things that a
monster likes to
do.
(Maybe use some
children to act out
4
experiences
Orally compose
every sentence
before writing
Re-read every
sentence to
check
it makes sense
Make a list of things that a
monster likes to do and also
things that they like to do.
Are there any that both like to
do?
Give the monster a name.
phonic knowledge
to spell words?
Miss Elliot works with groups throughout the
morning ensuring all children complete the task.
possible plots?)
Can I write a
sentence
describing a
monster using an
adjective?
Orally plan and
rehearse ideas
5
Mon /
Tues
WALT use
sentences to
write a
simple story.
Say, and hold in
memory whilst
writing, simple
sentences
which
make sense
Write simple
sentences that
can
be read by
themselves and
others
Separate words
with finger
spaces
Punctuate
simple
sentences with
capital letters
and full stops
Respond to marking and
feedback.
Ensure children use a coloured
pencil to respond to marking.
-----------------------------------3 pieces of paper in different
colours to represent beginning,
middle and end. Start one with
the words “One day “. Talk to
the children about things they
do everyday – discuss what they
could pretend that they were
doing when they met a monster.
Use Talking Partners to
encourage children to share
ideas. Choose one of the ideas
and scribe the sentence on the
first sheet. Explain to the
children that this is the
beginning of the story. Continue
this process to write the middle
and end of the story.
Can I think of a
beginning, middle
and end of a
story?
Can I use my
phonic knowledge
to spell words to
write a beginning,
middle and end
of a story?
Write own story called “The day I met a monster”.
Use ideas from list made previous day.
Children’s writing to be in a book with same coloured
3 sheets of paper to represent beginning, middle and
end.
Teacher works with one group, Miss Elliot works with
another. Remainder of the class accessing
continuous provision. Swap on day 2.
Continuous Provision
Paint a monster and give it a name.
Monday
Children share
their stories with
the class.
Tuesday
Give each child a
piece of plain
paper and a pen /
pencil. The
teacher describes
a monster and the
children draw a
picture following
the instructions
without showing
anyone else (eg.
“He has a round
tummy. He has 3
square eyes. He
has 9 long legs…..)
Share monster
pictures at the
end.
Read aloud
their writing to
adults
and peers
6