Statements Activities Key questions Evaluation & future planning

Transcription

1 Spring Term 1st Half Term 2016 Topic: Winter, Nursery Rhymes + Chinese New Year Prime Area- Communication + Language Specific Area- Literacy Development matters Statements Activities Key questions Evaluation & future planning Listening + attention 30 to 50 m Listens to stories with increasing attention + recall. Joins in with repeated refrains + anticipate key events in + in stories. 40 to 60 m Maintains attention, concentration + sits quietly during activity. ELGS Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments + questions. Understanding 22 to 36 m Understands more complex sentences. 30 to 50 m Shows understanding of prepositions, such as under, on,top, Begins to understand why/how questions. 40 to 60+m Understands humour ie Nonsense Listens + responds to ideas expressed by others Talk time grps- news + weather Small lang grps/ key worker grps Rhyme Time bag + props Discussing favourite Nursery rhyme Discussing winter weather/ clothes Making up + poems. Sequencing nursery Big books, ORT X factor singing times PHSE discussions. Role play/home corner / hospital Small world play Imaginative play Circle time activities Talk time grps Fun time grps Treasure maps + prepositions Festival discussions Chinese New Year Winter clothing, dressing for the weather Understand / sequence Show time, chn show + discuss models made, work done etc Role play/hospital Sand /water activities Story time discussions Do chn listen when others talk at carpet time? Do they listen to + respond to stories Do chn join in with Do chn listen to each other in role play situations? Do chn ask questions? Do chn use talk in pretend play? Do chn select + uses resources needed to make models? Can chn make up nonsense words + Do chn understand humour?

2 ELGS Chnfollow instructions involving several ideas. They answer how /why questions about experiences + in response to stories + Speaking 22 to 36 m Uses a variety of questions. Uses simple sentences. 30 to 50 m Begin to use more complex sentences to link thoughts. Can retell a simple past event in correct order. Use talk to anticipate what might happen next. Build up vocab that reflects the breadth of their experience. Use talk in pretending that objects stand for something else. 40 to 60+m Use lang to imagine + recreate roles in play situations. Link statements + stick to a main theme. Introduce a storyline or narrative into their play. Explore the meaning + sounds of new words ELGS Children express themselves effectively, showing an awareness of listeners needs.they develop their own narratives. Literacy- Reading 30 to 50 m Shows awareness of rhyme and alliteration. Enjoys rhyming + rhythmic activities Recognises rhyme in spoken words. Listens to + joins in with + poems. Joins in + anticipates Recognises familiar words + ORT bog books Imaginative play/ Small world play P.E times in hall Circle time discussions Talk time /lang grps/ fun time grps Discussing weather, snow,ice etc Ask questions about snow ice / where it comes from etc Celebrating Chinese new year Role play areas Buzz partners Reciting Nursery Making up nonsense Nonsense words Exploring rhyming words Key worker groups Imaginative play Small world play Finger/hand puppets Learning journeys Story time Reading nursery Big book nursery Circle time activities related to Making with cvc words Letters+ sounds activities Real + nonsense words CVC jigsaws Do chn use simple sentences in conversation? Do they interact with others in play situations? Do they develop a narrative in their play Do they use more complex sentences? Can chn express themselves effectively? Do they begin to ask questions? Do children choose to look at books? Do chn recall stories? Do chn discuss story events + characters Do chn respond to + answer questions about the story?

3 Looks at books independently 40 to 60+m Continue a rhyming string Hears + says initial sounds in words. Can segment and blend sounds together +knows which letters represent some of them. Link sounds to letters, naming + sounding letters of alphabet. Begin to read words and simple sentences. ELG Use phonic knowledge to decode regular words, and read them aloud accurately. They demonstrate understanding when talking to others about what they read. Reading weather words Winter clothes labels HFW flash cards IWB phonic activities Play dough letters Signs around classroom Word hunts inside +outside Alphabet song Book corner Owl programme on IWB Individual reading books Do chn enjoy learning nursery? Do chn join in with? Can chn name +sound letters of alphabet? Can chn segment/blend sounds in words. Do chn use phonics to decode simple words in books/around school? Do chn talk about their reading book, and answer questions about what they are reading? Writing 22to 36m Distinguish between the different marks they make. Mark making with different materials, pens/pencils/paint/sand/chalk/iwb Mark making in role play areas White boards Making own small books?linked to reading books Do chn attempt to communicate through writing.? Do chn make marks? 30 to 50 m Sometimes give meaning to marks as they draw or paint. Ascribe meaning to marks they see in different places 40 to 60 m Gives meaning to marks they make. Uses clearly identifiable letters Represent some sounds correctly Writes own name+ other words Attempts to write short sentences Hears + says the initial sounds in words..white boards, letters + words Mark making with diff materials Ind writing in small books Making rhyme books Rhyming wall Writing own nonsense words News writing Writing list of winter clothes Winter weather words Can chn write their own name? Do chn attempt to write independently. Do chn use phonic knowledge when writing? Do chn use clear letters in their writing?

4 Can segment + blend sounds together. Links sounds to letters, naming + sounding letters of the alphabet. Chinese new Year writing Copy writing nursery Writing in role play areas, cafe + hospital Letters + sounds activities IWB programmes Writing practice of HFW Name writing Handwriting sessions Word hunts Writing for learning journey Do chn write labels for their models? Can chn write simple words from memory? Do chn attempt writing in role play areas? ELG Children use their phonic knowledge to write words in ways which match their spoken sound.they also write some irregular common words.they begin to write simple sentences which can be read by themselves +others. Some words are spelt correctly +others are phonetically plausable.

5 Success criteria All children Most children Some children Listening +attention Maintain attention Show an understanding of prepositions. Link statements + stick to a main theme. Listens to and joins in with. Respond to what they hear with relevant comments. Understanding Understands humour ie nonsense Speaking Express themselves effectively. Reading Willjoin in with +can continue a rhyming string. Give their attention to what others say, while engaged in another activity. Answer how/why questions. Use past/present/future forms accurately when talking about events. Will be able to make up their own. To hear + say initial sounds To blend +segment words. +know which letters represent some of the sounds. Writing Use clearly identifiable letters. Represents some sounds correctly in writing Use phonics to decode regular words. Use phonics to write words in ways which match their spoken sound.