R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooWk 1 Monday Tuesday Wednesday Thursday Friday

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Show Bears in the Night. Model reading title aloud. Read and enjoy the story, sharing each page with chn so that they can see the illustrations. When do the bears’ adventures happen? At night. What is the opposite of night? Day. Split the IWB or f/c into two columns, headed Night and Day. Discuss how the naughty bears really ought to be in bed asleep at night, just like us! They are day animals. Add bears to chart under the Day heading. But some creatures are awake at night: which night time creature do we meet in the story? The owl! Add owls to the chart under Night. Can we think of another animal that comes out in the night? In the day? Add these to the chart. Model writing one sentence about your favourite animal, stressing the use of clear spaces between words to aid legibility. Is mine a night or a day creature So which column does it go in? Comprehension 1

Re-read Bears in the Night. Explain that today we will perform the story with everyone having the chance to say the words and to perform as either the bears or the owl! Show the script of the story on screen (see resources). Model reading the first line, In bed, aloud. Explain how we need to keep our voices clear and loud for words to be heard and understood. Rpt with the next line, Out of bed. Then ask chn to join in on lines three and four, To the window and At the window. Now go back to In bed. How could we ‘act’ this? Model an appropriate ‘snoozing’ pose, e.g. with eyes shut and hands folded under head. What about Out of bed? Do a small jump with both feet together to replicate the bears jumping down from bed. Stress how all the actions need to be clear and measured so that they are really obvious to an audience. They need not involve any rushing about – even the running down Spook Hill! Rpt for To the window and At the window. Spoken Language 1

Reread Bears in the Night one last time, encouraging chn to join in where they can. Underline patterning in the story, with bears encountering one obstacle after another. It’s a bit like a list. Point out how all the lines in the ‘list’ of obstacles are composed in the same way, using prepositional phrases. Can we think of other prepositional phrases not used in the book? (Inside the..., Underneath the…, On top of the…Next to the…, etc.) Explain that, over the next 2 days, everyone will plan and write new versions of the story. Where could bears go in your story? Around school? Around the playground? The classroom? What scary night creature might they meet at the end? Model planning your own version of a bear’s night adventure through school grounds/buildings, using the stronger group’s planning frame (see resources) and asking for chn’s help as you go. As you write, model forming your letters with care, including capitals for the first letter at the beginning of a new line. Remind chn of the correct posture and pencil grip for writing. Transcription 1

Explain that today we will take our plans from yesterday and turn them into finished stories. Show your own plan. Ask chn to read aloud title, then the 1st note. Model converting your note into a clearly written phrase on lined paper. Ask chn to check that you have done this correctly. Have I left good, even spaces between my words? Why is my writing better if I leave proper spaces? As you continue converting your notes into phrases, make some deliberate errors, running words together so that they are hard to read. Oh dear! What’s not right here? What do I need to do to improve my writing? Stress how making mistakes, then improving things is a really important part of being a good writer. Grammar 1

Show cover of We’re Going on a Bear Hunt. What has this book got in common with Bears in the Night? Bears! Do we think anything else might be similar? Some chn may know that the story involves an adventure with a series of obstacles to be overcome, plus a fright at the end. Read/enjoy Bear Hunt through to the end. Show reproduction of page 3 at http://reviews-of-childrens-literature.pbworks.com/w/page/10581747/We’re%20Going%20on%20a%20Bear%20HuntGroup read, using phonics and other decoding skills to unpick words. Can the pictures help us understand the writing? Does a tricky word look like another word that we already know?Explain that everyone is going to have a chance to enjoy reading some animal books today – some with bears and some not!Word reading 2 / Comprehension 2

Objectives Dimension Resources

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Listen and respond appropriately both to adults and to their peersSpeak audibly and fluently with an increasing command of Standard EnglishParticipate in discussions, presentations, performances and debatesSelect and use appropriate registers for effective communication.

1. Tuesday: Rehearse and perform Bears in the Night using narration and actions to recreate story.Split the class into four mixed ability ‘bear’ groups – e.g. the Polars and the Grizzlies with one adult, the Browns and the Pandas with another. In each case, one bear group narrates while the other enacts the story. The groups then swap roles so that each has had a turn. Selected chn can perform as the owls on Spook Hill, emerging from beneath a sheet or cloth to frighten everyone!Plenary: Watch Bears in the Night on screen from iTunes at https://itunes.apple.com/us/book/bears-in-the-night/id420928686?mt=11. How are the words being spoken? Did we make our words sound like this when we were narrating?

Large open space e.g. the Hall, Gym, Playground or the classroom cleared to make room for the performanceOnscreen narration script and/or sufficient paper copies for all chn to see and read comfortably (see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooCo

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Develop pleasure in reading, motivation to read, vocabulary and understanding by:Being encouraged to link what they read or hear read to their own experiencesUnderstand both the books they can already read accurately and fluently and those they listen to by:Drawing on what they already know or on background information and vocabulary provided by the teacherChecking that the text makes sense to them as they read and correcting inaccurate reading

1. Monday: Create lists of day and night animals, with explanations about favourite animals.Less confident: Sit group on carpet in a circle, splitting floor area into two sections, Night and Day. Pass a bag of soft toy animals around the circle ensuring each child gets a chance to pick out an animal. Discuss what the animal is and whether it should go in the day or night section. When all the animals have been sorted each child writes the name of their favourite on f/c or IWB.More confident: Chn work in pairs. Using the examples provided (see resources) copy animals names into night/day columns and add some of their own. Each child chooses favourite and writes explanatory sentence.Strong readers and writers: Chn work in pairs. Provide a good selection of books on nocturnal animals. Each pair writes a ‘top ten’ nocturnal animals list and also writes explanatory sentences about favourites.Plenary: Watch nocturnal animals clip online at http://www.bbc.co.uk/learningzone/clips/nocturnal-animals/12649.html Do we get bears in this country? Not any more, but we used to. This story comes from North America where they do still have bears. Finish by watching http://www.discovery.com/tv-shows/north-america/videos/baby-black-bear-learns-the-ropes.htm about bears.

Large collection of soft toys, including some nocturnal animals in a large bag/pillow caseNight and Day sorting chart for more confident group (see resources)Wide selection of non-fiction titles on nocturnal animals (see Booklist for suggestions)

2. Friday: Read a wide range of fiction titles linked to bears and other animals.Less confident readers: Chn reread Bears in the Night and We’re Going on a Bear Hunt with adult. Which do we prefer? Why?More confident and stronger readers: Chn read in small groups from age appropriate bear- and other animal stories (see Booklist for suggested titles, but make use of those in class and school libraries). Which books were about bears? Which had nocturnal animals in them?Plenary: Watch animated We’re Going on a Bear Hunt http://www.youtube.com/watch?v=hb-nTnriTP8

Wide selection of bear and other animal-related stories (See Booklist for suggestions)

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Pupils should be taught handwriting:Sit correctly at a table holding a pencil comfortably/correctlyBegin to form lower-case letters in the correct direction, starting and finishing in the right place

1. Wednesday: Plan own versions of Bears in the Night, ready for writing tomorrow.Less confident writers: The group plan with an adult a story based around the bear’s night adventure through the classroom. Record notes on a large copy of the story planner ready for tomorrow’s lesson.More confident writers: Chn complete writing frame as provided.Strong writers: As above. Also create own list from given set of prepositional phrase starters (see resources).Plenary: Show the set of preposition phrase starters and endings (see resources). Ask for chn’s help in completing the phrases effectively.

Large planning sheet for adult’s use with less confident groupDifferentiated planning frames for more confident and stronger writers (see resources)

Apply phonic knowledge and skills as the route to decode wordsRead aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out wordsRe-read these books to build up fluency and confidence in word reading

2. Friday: Read a wide range of fiction titles linked to bears and other animals. (See Friday Comprehension 2)

As Friday: Comprehension 2. Wide selection of bear and other animal-related stories (See Booklist for suggestions)

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Pupils should be taught to develop their understanding by:Leaving spaces between wordsBeginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

1. Thursday: Convert yesterday’s Bears in the Night notes into finished storiesAll chn convert notes from yesterday’s session into completed phrases on lined paper. They take particular care when converting notes into finished work to leave spaces between words and to punctuate their sentences correctly with a full stop and a capital letter at the beginning of each new line. They use exclamation marks where appropriate to show the ‘shock’ finale to their stories.Plenary: Ask to hear stories from all groups. Urge chn to read stories aloud with strong, clear voices, as in Tuesday’s narration of the original story.

Further large sheet of lined paper for best copy of less confident group’s storyLined paper for completed Bears in the Night stories

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo Foo

Wk 2 Monday Tuesday Wednesday Thursday Friday

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Read Handa’s Surprise to the children. When you have finished, ask if anyone can remember the fruits that were in Handa’s basket at the start of the story. Record suggestions in list form, modelling how we use commas to separate items in a list. Can you remember the order in which the fruits got pinched by the various animals? Take suggestions. Play a version of Kim’s Game with the fruits from Handa’s basket. Begin by showing all the fruits and naming each so that children are clear which is which. Cover and then secretly remove the banana. What’s missing? How does Handa describe this in the story? Can you think of other good describing words for a banana? Rpt for the guava etc. Grammar 2

Reread Handa’s Surprise and discuss the animals in the tale. Who can remember which animals are in the story? Can you remember which order the animals came in? Are these animals you would see in Britain? Where in the world might you see them? Using a globe, atlas or Google Earth, explain that the story is set in Kenya, in Africa. Apart from animals, are there other things that show us this is not Britain? Point out types of houses, the landscape and plants, the exotic fruits, the clothing, the weather, etc. List these on the f/c or IWB. If chn mention Handa and Akeyo’s skin colour, draw attention to the fact that lots of British people are black and live in Britain, and that white people live in Kenya. Read back what has been written using phonics and other skills to decode. Word reading 3/ Comprehension 3

Chn remind you where Handa’s Surprise is set. If this story were set in Britain, what would be different? Can there be giraffes and monkeys? Can there be tangerines trees? What would the houses be made of? What food would we take to a friend as a treat? Which animals do we have that might steal them? Say that over the next 2 days, chn will produce their own versions of the story but set in this country rather than Kenya. Discuss how we need to change parts of the story to make it fit UK, but other parts of the story can be the same. Show story planner (see resources) and model selecting a new name for Handa’s friend, a set of possible British foods and some likely animals. For one food, add two strong adjectives to describe it. Remind chn of good handwriting when scribing. Transcription 4

Bring out the completed planning sheet and review how yesterday we started to plan our British versions of Handa’s Surprise. Explain that today we are going to turn our plans into proper stories. Model how you orally compose, write and check the opening lines for the story. Repeat for the first food, e.g. Will she like the crunchy salted crisps? Have I written everything I wanted to say? Have I remembered my spaces between words, my punctuation, my capital letter W for will? Continue with the next line, involving your second chosen food from the plan.Composition 1/ Grammar 3

Explain that today will be our last working on Handa’s Surprise, and that we are going to perform the story in class. Discuss how the class will get into groups so that each group has a Handa, an Akeyo, a set of animals and a narrator(s). Model reading out a line from the text and ask other chn to do the same, emphasising clear, strong voices with pauses between sentences. How can we ‘act’ the animals in the tale? Develop possible actions for the monkey, the giraffe, etc., stressing that the actions need not be fast but must be clear and characterful.Spoken Language 2

Objectives Dimension Resources

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Speak audibly and fluently with an increasing command of Standard EnglishParticipate in discussions, presentations, performances and debates

2. Friday: Act out the story of Handa’s Surprise with narration and actionsDivide class into adult-guided, mixed ability groups so that each group has a Handa, an Akeyo, a set of animals and a narrator(s). The child playing Handa in each group can hold their fruit basket by their side instead of on their head if easier! As narrator(s) read the script (see resources) Handa makes her journey toward Akeyo with animals stealing fruits at the appropriate moment. Handa and Akeyo can speak their own lines at the story’s conclusion. Groups rehearse, then perform to the rest of the class.Plenary: watch the animation of Handa’s Surprise at http://www.youtube.com/watch?v=y1Vmf4Cwvls

Sets of baskets and fruitsNarrator’s scripts (see resources)

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Be encouraged to link what they read or hear read to own experiencesUnderstand books they read and those they listen to by:Drawing on what they already know or on background information and vocabulary provided by the teacherChecking that the text makes sense to them as they read and correcting inaccurate reading

3. Tuesday: Read a wide range of fiction titles related to Africa and to animalsLess confident readers: Listen to Handa’s Surprise with an adult before reading Handa’s Hen. What differences and similarities are there between the two tales?More confident readers: Onscreen and with sound off, group read the pages from Handa’s Surprise at http://www.youtube.com/watch?v=OVDO6KeJp0M. Maintain pace as you read.Stronger readers: Read independently a range of African-set and animal stories.Plenary: read or watch Handa’s Hen at http://www.youtube.com/watch?v=-9FZqX1CBqE Can the less confident group explain to the class what happened in the story?

A good variety of storybooks set in Africa or about animals. (See Book List for suggestions, but make use of all available books in class/school library)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooW

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Apply phonic knowledge and skills as the route to decode wordsRead aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out wordsRe-read these books to build up their fluency and confidence in word reading

3. Tuesday: Decoding a textUse phonics to decode words in stories set in Africa and about animals (see Comprehension 2: Tuesday)

Handwriting:Sit correctly at a table holding a pencil comfortably and correctlyBegin to form lower-case letters in the correct direction, starting and finishing in the right place

4. Wednesday: Plan a version of Handa’s Surprise set in BritainLess confident writers: With adult assistance, chn work together to complete an enlarged version of the story planner sheet. Adult helps allocate one combination of food and animal to each child, ready for them to write about independently tomorrow.More confident writers: Work alongside a partner to individually complete their own story planner.Strongest writers: As above but also provide good describing words for each food.Plenary: Read the jumbled British version of Handa’s Surprise (see resources). What’s wrong here if this is set in Britain? What do we need to change?

See resources for: Handa’s Surprise story planners (one enlarged for less confident group to use with adult)Jumbled British version of Handa’s Surprise

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Pupils should be taught to:Begin to punctuate sentences…using commas to separate items in a list

2. Monday: Create lists of fruits using commas to separate the items in the listLess confident writers: Chn draw/colour their three favourite fruits from the story and list their names below, separating each word with a comma.More confident writers: On the Handa’s Fruit sheet (see resources) chn highlight the fruits mentioned in the story then copy the set of found words into a list, using commas between items.Stronger writers: Give chn copies of the book’s front ‘fruits’ endpaper. In books, chn compose a list of the fruits in order, employing good adjectives and using commas between each item in the list (A soft yellow banana, a small round guava, etc.) They add more of their own if time remains.Plenary: Show a simple shopping list of fruits and other foods WITHOUT commas between the items. Oops! Some commas are missing. Can you help me add them? Read the improved list aloud. There! Now I know what to buy!

Set of the seven fruits from Handa’s Surprise, tray and cloth for Kim’s Game (see teaching)black paper, chalks or pastelsHanda’s Fruits sheet (see resources)Copies of fruit endpaper from Handa’s Surprise

Leave spaces between words 3. Thursday: Leave spaces between words in their own Handa’s Surprise stories (see Composition 1)

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Pupils should be taught to write sentences bySaying out loud what they are going to write aboutComposing a sentence orally before writing itSequencing sentences to form short narrativesRe-reading writing to check that it makes senseDiscuss what they have written with teacher and chnRead aloud their writing clearly enough to be heard by their peers and the teacher

1. Thursday: Chn write their own versions of Handa’s Surprise set in BritainLess confident writers: On a large piece of paper chn complete the line ‘Will she like the…’ adding their fruit with an adjective where possible. Can then add illustration of scene with their animal (from yesterday’s plan).More confident writers: Create a simple zigzag book with one section of paper per each line from their plan.Strong writers: As above, but urge chn to replicate the story ending without copying from the book.Plenary: Hear chn’s versions of the story. Are they reading loud enough for other chn to hear and understand their tale? Can they answer questions from you and the other chn about what they have written?

Writing frames x 3 different sorts

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooWk 3 Monday Tuesday Wednesday Thursday Friday

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Show chn the front cover of Little Rabbit Foo Foo and share-read the title. What else does the front cover say? Explain that it is by Michael Rosen, who also wrote We’re Going on a Bear Hunt. What does the cover say Arthur Robins did for the story? Explain how sometimes authors create their own pictures, whilst with other books there are separate authors and illustrators. Say that today we are going to be both! Read and enjoy the story until the penultimate page but don’t turn over to reveal the goonie. Do you think it is a good thing or a bad thing to be turned into a goonie? How do we know it is a bad thing? Because it is a punishment for bopping all those poor animals! So what might Little Rabbit Foo Foo look like after he has been turned into a goonie? Ask chn to discuss their predictions with a partner. Warn them though that they will need to explain their friend’s ideas to the group rather than their own. Listen to suggestions. Model completing a My Goonie character sheet (see resources) with a simple drawing of a goonie and a written description. Ask the chn to help you find good words to describe what your goonie looks like.Comprehension 3

Re-read LRFF. Before Little Rabbit Foo Foo got turned into a horrible goonie by the Good Fairy, who did he bop? Ask chn to list the Rabbit’s victims and record these on the f/c or IWB. What if the goonie transformation wore off and LRFF went back to his trouble making? Where might he go? Who would he bop there? Chn can select possible animals by scooping small toy animals from the floor using an aquarium style net. What might his punishment be this time? Model planning a new story using an enlarged version of the class planning sheet (see resources). Remind chn of the importance of word spaces. Draw attention to your efforts on the plan. Do you think I have made my spaces the right size here? Are there any I have forgotten? (You will need to keep your plan for tomorrow’s lesson.)Grammar 4

Show pages from LRFF with pics of the Good Fairy. Is she like a usual story fairy? What’s different about her? (She’s an old lady, she wears real clothes, has a handbag and a brolly etc.). What’s the same? (Has wings, weaves magic spells, does good deeds, etc.). What’s the expression the Good Fairy always uses when she starts to scold LRFF? (‘Little Rabbit Foo Foo, I don’t like your attitude…’) How would she say it? What kind of voice would it be in? Get whole class to practise repeating this phrase. What else might she say to a naughty character like LRFF? Hot seat confident chn as the Good Fairy, encouraging other chn to ask questions of the character. Review your plan for a new version of the story from yesterday. Model turning these ideas into the first two sections of the new tale, dealing with the bopping of the first two new animals/creatures.Word Transcription 3

Remind chn that yesterday they interviewed the Good Fairy and asked her some questions. Who else in the story might it be interesting to hear from? Take suggestions. Hot seat LRFF. Prompt the chn to ask questions: Why do you keep bopping animals in the forest? What do you think of the Good Fairy? Then hot-seat one of the animals or creatures bopped on the head. Encourage the child on the hot seat to remain in character as they are questioned by others. Bring out your story writing from yesterday’s lesson and remind chn that today they are going to be finishing their own new LRFF tale. When working on your next section, model orally composing your sentence or phrase, writing it carefully out and then re-reading it to see that what you have written is correct.Composition 4

Bring back the main texts used over the past three weeks, Bears in the Night, Handa’s Surprise and Little Rabbit Foo Foo, as well as We’re Going on a Bear Hunt and the other animal stories used in class. Which of these titles did you like best? Urge the chn to explain their choices, reminding them of how we can extend our answers by using the word because to add a reason for our selection. Referring to class displays, then model ordering the books from best to least good using the letters of the alphabet. What letter comes first in the alphabet? So our choice (a) is…? What letter comes next? Our choice (b) is…. Continue with a few more letters. Word Transcription 4

Objectives Dimension Resources

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Understand both the books they can already read accurately and fluently and those they listen to by:Making inferences on the basis of what is being said and donePredicting what might happen on the basis of what has been read so far

3. Monday: Chn predict what they think a goonie will look like using illustrations and textLess confident: Working in pairs, chn use a large soft toy and dressing up clothes/other objects to make a monstrous goonie. Chn then write simple captions on mwbs to stand next to their goonie. Photograph chn with their creations.More confident: Provide chn with My Goonie sheets (see resources) to complete with image and text. Stronger writers: As above but use differentiated My Goonie sheet (see resources) firstly describing LRFF before his transformation into a goonie.Plenary: Look at the chn’s goonie predictions. Whose do we think is the funniest/best? Recap the penultimate page of the story and reveal the book’s goonie! Were our predictions right?

Large soft toys or dollsDressing-up resourcesMy Goonie character sheets for more confident and stronger writers (see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooW

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Handwriting:Sit correctly at a table holding a pencil comfortably and correctlyBegin to form lower-case letters in the correct direction, starting and finishing in the right placeForm capital letters

3. Wednesday: Begin writing a new version of LRFF, drawing on ideas planned yesterdayLess confident: With adult help, each child completes LRFF Part 2, page 1 (see resources), noting the setting and two animals.More confident writers: As above but independently. Continue with a third and fourth animal if possible. Strong writers: use their plans from yesterday to compose a new version of the story in their books, up to the bopping of the second of the four creatures.Plenary: Share good writing thus far with the rest of the class. Explain that tomorrow we will be finishing our stories. What will the Rabbit be turned into this time? Discuss what it would be like!

Copies of Little Rabbit Foo Foo Part 2, page 1. (See resources)

Pupils should be taught to name the letters of the alphabet:Naming the letters of the alphabet in orderBegin to form lower-case letters in the correct direction, starting and finishing in the right place

4. Friday: Use the letters of the alphabet in order when creating a listLess confident: Have a large set of large, lower-case letter templates. Lay them out before the chn in order, asking chn to say the letter name aloud as you go. Practise singing the ABC chant. Remove the letters and ask questions. Which letter goes first? Second? Next? Can you think of an animal that’s name begins with an ‘a’? A ‘b’? etc.More confident and stronger writers: On paper, create an alphabetised list of animals, a-z. Put a star next to any that have been in the stories we have read over the last three weeks.Plenary: Show the jumbled collection of lower case letter templates. Oh no! These have got muddled up! Ask for children’s help in sorting them correctly, naming each as it is shown. Can we think of an animal with this as its first letter? Has it been in any of the stories we have been reading?

Lower-case letter templates, A-Z

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Pupils should be taught to develop their understanding of the concepts set out in Appendix 2 by:Leaving spaces between wordsBeginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

4. Tuesday: Plan a new version of LRFF in a different setting and with different creatures getting ‘bopped’Less confident: As a group and with an adult scribing, complete the LRFF story planner. They then write other ‘magic handbag’ words like the Good Fairy’s ‘Pow!More confident: Chn complete planning frame for their version of LRFF (see resources): they choose a new setting, four new animals/creatures that get bopped and decide who punishes LRFF with what.Stronger writers: As above but use differentiated planning frame to suggest good alliterative terms for their bopped creatures (e.g. bustling badgers, nervous gnomes, etc.) as well as ideas for the speech made by their ‘Good’ characterPlenary: Watch the animation of LRFF at http://www.youtube.com/watch?v=1cOT4T2jDho Which do we prefer-the book or the animation? Why?

LRFF story planning frames 1 and 2 (see resources)

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Pupils should be taught to write sentences bySaying out loud what they are going to write aboutComposing a sentence orally before writing itSequencing sentences to form short narrativesRe-reading what they have written to check that it makes senseDiscuss what they have written with a teacher and other pupilsRead aloud their writing clearly enough to be heard by their peers and the teacher

4. Thursday: Chn complete their own new LRFF stories(See Word Transcription 3; Wednesday).Less confident: with adult discuss what ‘Good’ character might say to LRFF (Stop!, No!, You are bad!, etc.) and what he might be turned into (boonie, moonie, toonie, etc.). Complete LRFF Pt2 Speech bubble and finish line page (see resources).More confident writers: as above but work independently. Strong writers: continue from yesterday and finish. All chn can create illustrations for their stories when finished.Plenary: Listen to a variety of pages/stories from across the class. Help readers to maintain audience attention and involvement by adapting their voices and delivery.

Speech bubble and finish line page (see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo Foo

Books:Essential texts Bears in the Night, Stan and Jan Berenstain, Harper Collins Children’s Books ISBN 0001712713We’re Going on A Bear Hunt, Michael Rosen and Helen Oxenbury, Walker Books ISBN 9780744523232Handa’s Surprise, Eileen Browne, Walker Books ISBN 9780744536348Little Rabbit Foo Foo, Michael Rosen and Arthur Robins, Walker Books ISBN 9780744598001

Week 1 Other suggested texts:Brown Bear, Brown Bear, What Do You See?, Bill Martin Jr and Eric Carle, Puffin Books ISBN 0241137292Can’t You Sleep Little Bear?, Martin Waddell and Barbara Firth, Walker Books ISBN 1406353035The Bear’s Water Picnic, John Yeoman and Quentin Blake, Andersen ISBN 1849390045The Bear’s Winter House, John Yeoman and Quentin Blake, Andersen ISBN 184270916XOwl Babies, Martin Waddell and Patrick Benson, Walker Books ISBN 0744531675Guess How Much I Love You?, Sam McBratney and Anita Jeram, Walker Books ISBN 0744581893A Bit Lost, Chris Haughton, Walker Books ISBN 1406344257Night Animals, Usborne Beginners series, Usborne Books ISBN 0746047088Nocturnal Animals 100 Facts, Camilla de la Bedoyere, Miles Kelly Books ISBN 1848102356Night Animals, Clare Llewellyn, Rigby ISBN 0433034432

Websites:https://itunes.apple.com/us/book/bears-in-the-night/id420928686?mt=11 for Bears in the Night on-screen bookhttp://www.bbc.co.uk/learningzone/clips/nocturnal-animals/12649.html for BBC nocturnal animals cliphttp://www.discovery.com/tv-shows/north-america/videos/baby-black-bear-learns-the-ropes.htm for baby black bears cliphttp://reviews-of-childrens-literature.pbworks.com/w/page/10581747/We’re%20Going%20on%20a%20Bear%20Hunt for pages from We’re Going on a Bear Hunthttp://www.youtube.com/watch?v=hb-nTnriTP8 for We’re Going on a Bear Hunt animation

Week 2Other suggested texts: Handa’s Hen, Eileen Browne, Walker Books ISBN 074459815XWe’re Going on a Lion Hunt, David Axtell, Macmillan ISBN 0333741498Mama Panya’s Pancakes, Mary and Rich Chamberlin, Barefoot Books ISBN 1905236638African Animal Tales: Greedy Zebra, Mwenye Hadithi and Adrienne Kennaway, Hodder ISBN 0340409126 (and other titles in the series)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo Foo

Websiteshttp://www.youtube.com/watch?v=y1Vmf4Cwvls for Handa’s Surprise animationhttp://www.youtube.com/watch?v=OVDO6KeJp0M for narrated version of Handa’s Surprisehttp://www.youtube.com/watch?v=-9FZqX1CBqE for Handa’s Hen animation

Websitehttp://www.youtube.com/watch?v=1cOT4T2jDho for Little Rabbit Foo Foo animation

https://www.pobble.com/for-schools Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or

any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability

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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooOutcomes

Monday Tuesday Wednesday Thursday Friday1. Listen attentively to an unfamiliar story2. Use commas to separate items in a list

1. Memorise repeated phrases from a familiar story2. Adapt voice when performing for an audience

1. Recognise and create simple prepositional phrases2. Create a plan for a new story based upon a familiar tale

1. Convert notes into full sentences2. Leave spaces between words

1. Make links between books read and new titles2. Use a range of strategies including picture clues as keys to aid reading

1. Recall the sequence of events in a story heard in class2. Review the use of commas for items in a list

1. Deduce the setting of a story from clues given in text and images2. Use phonics skills to decode words in unfamiliar or challenging texts

1. Develop the use of powerful descriptions in own writing2. Adapt a well-known story for a new setting

1. Create successful texts by composing sentences orally first, then writing2. Read own work aloud so that others can hear and enjoy it

You might like to upload your children’s sentences onto Pobble, an on-line platform for sharing writing.

1. Work collaboratively on a performance2. Use actions to enhance the narration of a text

1. Appreciate the roles of authors and illustrators in writing books2. Make predictions based upon a familiarity with stories and genres

1. Revisit the importance of leaving spaces between words in written work2. Imitate the pattern of a story heard in class to create own version

1. Explore how description and speech create character2. Memorise a repeated phrase and use it as a model for one’s own

1. Reread written work to check for sense and for errors

1. Select a favourite story and justify choice2. Correctly name the letters of the alphabet and their order

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo FooFoundation Objectives Week 1

Monday Tuesday Wednesday Thursday FridayListen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words [Sp]Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]

Join in with repeated refrains and anticipate key events and phrases in rhymes and stories [L&A]Display two-channelled attention – can listen and do for short span [L&A]Listen attentively in a range of situations [L&A]Use language to imagine and recreate roles and experiences in play situations [Sp]Introduce a storyline or narrative into their play [Sp]Express themselves effectively, showing awareness of listeners’ needs [Sp]

Give their attention to what others say and respond appropriately, while engaged in another activity [L&A]Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words [Sp]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Demonstrate understanding when talking with others about what they have read [R]Listen and respond to ideas expressed by others in conversation or discussion [U]

Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Attempt to write short sentences in meaningful contexts [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]Write some irregular common words [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr

Begin to read words and simple sentences [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]

Week 2

Monday Tuesday Wednesday Thursday FridayListen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Understand humour, e.g. nonsense rhymes, jokes [U]Use talk to organise, sequence and

Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Develop their own narratives and explanations by connecting ideas or events [Sp]Begin to read words and simple

Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Use vocabulary and forms of speech that are increasingly

Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Attempt to write short sentences in meaningful contexts [Wr]Use their phonic knowledge to write words in ways which match

Listen attentively in a range of situations [L&A]Respond to instructions involving two-part sequence [U]Follow instructions involving several ideas or actions [U]Use language to imagine and recreate roles and experiences in play situations [Sp]Introduce a storyline or narrative

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

R/Y1: Autumn Term Fiction 1A: Patterns and repetitive phrases Main text(s): Bears in the Night, Handa’s Surprise, Little Rabbit Foo Fooclarify thinking, ideas, feelings and events [Sp]Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]

sentences [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]

influenced by their experiences of books [R]Demonstrate understanding when talking with others about what they have read [R]

their spoken sounds [Wr]Write some irregular common words [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

into their play [Sp]Express themselves effectively, showing awareness of listeners’ needs [Sp]

Week 3

Monday Tuesday Wednesday Thursday FridayListen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Understand humour, e.g. nonsense rhymes, jokes [U]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Demonstrate understanding when talking with others about what they have read [R]

Give their attention to what others say and respond appropriately, while engaged in another activity [L&A]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Write own name and other things such as labels and captions [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]

Join in with repeated refrains and anticipate key events and phrases in rhymes and stories [L&A]Maintain attention, concentrate and sit quietly during appropriate activity [L&A]Display two-channelled attention – can listen and do for short span [L&A]Listen attentively in a range of situations [L&A]Understand humour, e.g. nonsense rhymes, jokes [U]Use language to imagine and recreate roles and experiences in play situations [Sp]

Use language to imagine and recreate roles and experiences in play situations [Sp]Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Attempt to write short sentences in meaningful contexts [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]Write some irregular common words [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

Give their attention to what others say and respond appropriately, while engaged in another activity [L&A]Listen and respond to ideas expressed by others in conversation or discussion [U]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]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 [R]Link sounds to letters, naming and sounding the letters of the alphabet [R]

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.