Literacy- These activities will go over three days- each time the children moving on to a different activity and

ensuring all children work with an adult and work independently at some stage.
Teacher: N. Rawlings Class: Year 1 and Year 2 Number of Children : 25 children
Objectives Yr!" nat curriculum-
- Children can retell a familiar traditional story in chronological order using story language.
- Children understand that words# images and sounds can convey different elements of a narrative for a reader.
- Children can write a simple traditional story
-Children can identify the main events in traditional tales# se$uencing them in chronological order.
%&&
-'ome variation in sentence openings
-some basic se$uencing of ideas or material
-sentence demarcation with capital letter and full stops usually accurate
-some apt word choices create interest
-simple connections between ideas
-mostly simple vocabulary
(L)
-*se language to imagine and recreate roles and e+periences
-use talk to organi,e# se$uence and clarify thinking ideas# feelings and events
-retell narratives in the correct se$uence# drawing on language pattern of stories
-show an understanding of elements of stories# such as main character# se$uence of events and openings
Introduction --hen children enter the class in the morning they will be invited to use the words we have been collecting on the board and try and write some sentences using them.
-Children then to go off to phonics
--hen back from phonics invite some of the children to read some of their sentences. &raising and highlighting good use of words.
-%s a class can we se$uence Cinderella through pictures- (+plain to the children we have seen some of these pictures before but today we will be looking at all of them# can we still e+ceed.
-(+plain the activities at hand- go over what it means to be on an independent activity and where you can get aid if you are on one of these.
-Children to off to activities- they will move on the ne+t activity in roughly "/minutes depending on how the activity is going.
Main Activities
0 Arriving at the castle
Teacher lead activity
"0 Create a boo
1ndependent activity
20 New !hoes "or Cinderella
1ndependent activity
30 #ooing through a di""erent set o" e$es
T.%. Lead activity
40 Mae a %ish
1ndependent activity
5ow can you describe the castle. The children will be asked to e+plain how they
would describe the castle and how it may be described in a book. 6during this
thinking intro- 1 will be going around the other groups to ensure they all
understand their task and what 1 am hoping they are able to do by the end of the
activity0
-7nce back with the group# the children are invited to share how they would
describe the castle.
-(+plain to the children that how the castle looks is 8ust one way to describe the
castle. Today we are going to look at other ways the castle could be described.
-(+plain to the children that we are going to describe what Cinderella first
e+perienced when she arrived at the castle.
-set the scene by reading a few pages from Cinderella book. 9ake it clear where
we are left in the story 6sat in the carriage0
:lue group and 7range group- 1 can describe what Cinderella saw and heard.
)reen group and Yellow group- 1 can describe what Cinderella smelt and felt.
;ed group- 1 can describe what Cinderella saw# heard and smelt.
-this is a guided activity as we go through each stage the children<s ideas will be
scribed by me 6N.;0. 1 will be trying to get the children to add as much detail as
possible.
-once we have roughly gone through e+plain to the children that we are now
going to write it like the author of the book. 'how a $uick e+ample of how the
te+t is currently not good in note from. 5ow can we make it better.
-)ive all groups the start of the sentence# e+plain which area we are going to
look at first then discuss sentences as a group while 1 scribe.
-The read group will be encouraged to have a go at the smelt section on their
own.
-=inally the children will read it back as a group.
-%t the end of this activity the children will be asked to traffic light on how well
they felt they described and wrote about Cinderella castle e+perience.
%s a class we have been looking at the Cinderella
story for almost two weeks now. -e have read
many different versions of the story# so we all
know it very well. Can you re-tell the story and
write you own book.
-Children have a small flap 6folded0 book# they
first need to se$uence pictures and then they
need to have a go at re-telling the story.
-They will be encouraged to use the big word wall
and the word banks on the tables.
:lue group# )reen group and 7range )roup- 1
can put story pictures in order. 1 can re-tell the
Cinderella story.
9ust- 'tick pictures down in order
'hould- 5ave pictures in order and written the
story
Could- 5ave pictures in order and written the
story using words on the word wall.
Yellow group and ;ed group- 1 can put story
pictures in order. 1 can re-tell the Cinderella story
using interesting words.
9ust- have the pictures in order and story written
'hould- have the pictures in order and written the
story using words on the wall.
Could- have pictures in order# written the story in
detail and used- because# and# so.
1t is very unlikely this piece of work will be finished
today and the children will have the opportunity to
carry on and finish this tomorrow. 7nce finished
the work will be traffic lighted by the children at
the end of the activity. -hen traffic lighting remind
them to refer back to what they were asked to do
at the start of the lesson.
Cinderella lost her shoe at the
ball# it was clearly broken. Can
you design a new# better shoe
for her.
-7n whiteboard children design a
new shoe 6whiteboard chosen to
allow easy rub out and
corrections0
-&laced on the table a selection
of different shoes for them to
refer to.
-%lso on the table words they
might want to use to label it.
)reen group# 7range group and
:lue group- 1 can label my shoe.
9ust > label 2 things on my shoe
'hould- label 4 things on my
shoe
Could- label ? things on my
shoe.
;ed group and Yellow )roup > 1
Can label and e+plain my shoe
9ust- label 3 things on the shoe
'hould- label ? things on the
shoe
Could- e+plain why it is a good
shoe and label it.

-%ll work to be photocopied and
traffic lighted by the children at
the end of the activity. -hen
traffic lighting remind them to
refer back to what they were
asked to do at the start of the
lesson.
%ll good writers need to use detailed and
interesting words to make readers like the
book. 1n this activity we are going to look at a
piece of writing and take out words we like. To
help us do this we are going to look through a
different set of eyes# not 8ust are reading eyes.
Can you look through a different set of eyes
and find interesting words.
-Children have gimmick glasses to wear while
reading a piece of te+t as a group. -hile
reading the children are encouraged to
highlight any words that they find interesting.
-7nce they have gone through the te+t and
highlighted they will then be invited to share
the words they have highlighted. They then
need to decide where these words will go on
the mini word bank wall.
- 7nce all words have been placed. The
children will be asked if they can use some of
these words in a sentence. %n e+ample will be
given to them.
-%fter this the children will be given their
literacy books and asked to write a few
sentences using the new words they have
found.
%ll groups- 1 can find interesting words in the
te+t. 1 can write a sentence using some words
on the board.
9ust- =ind some interesting words
'hould- =ind some interesting words and use
them in a sentence
Could- =ind some interesting words and use
more than one word in few sentences.
- -ork to be traffic lighted by the children at
the end of the activity. -hen traffic lighting
remind them to refer back to what they were
asked to do at the start of the lesson.
The =airy )odmother is feeling very
nice at the moment and is willing to
more wishing out. Can you tell the
=airy )odmother you wish.
-Children to have a Cinderella word
bank on the table for aid
-Children to write their wish on a star
after rehearsing their sentence to
someone else first.
%ll groups- 1 can make a wish with
the =airy )odmother.
9ust- Tell the =airy )odmother what
you want and use full stops.
'hould- Tell her what you want and
use a full stops and capital letters
Could- Tell her what you want and
e+plain why using full stops and
capital letters.
- -ork to be traffic lighted by the
children at the end of the activity.
-hen traffic lighting remind them to
refer back to what they were asked
to do at the start of the lesson.
&lenar$ -before the children come back remind them to traffic light and name their work. Then tidy their tables and return to the carpet.
-7nce back on the carpet e+plain to the children that so far we have been hearing about the story of Cinderella by reading books. :ut there are many other ways. Now that we are
pros with this story we should be able to se$uence the story without pictures or words.
-Cinderella through sound- listening to some different sound clips can we work out where this sound might be heard in the te+t.