Weekly Planning Sheet - English
1
Objective
Shared
Spell further
homophones
Hear here hair hare,
see, sea, son sun,
meet, meat, flower,
flour
Discuss the weeks
spelling list.
What do they notice?
Explain homophones and
the need to use the right
one at the right time.
Have you picked a
homophone?
Ask children to give
sentence verbally with
each word in and discuss
meaning.
Have you used the
correct homophone?
In table groups play
match the word with the
picture. LM walk around
room saying how many
got correct and giving
chance to change.
Go over together as a
class.
2
Teacher Mrs Moore
Y 3/4
Date 11.1.2016
Whole class and individual work
I can spell and
identify the correct
homophone
Children test each
other on weeks
spelling words.
Analysing and
evaluate texts
looking at
language
Read together the chapter
from Horrid Henry that
shows he is scared in the
attic.
Show on smart board.
Which nouns show he is
scared
Which adjectives,
verbs/adverbs.
Why?
Success criteria
Have you thought of a
sentence with the
homophone in it?
Have you written down
your sentence in your
best handwriting?
Have you read through
the text and
highlighted any
words/phrases that
you think are
effective?
Independent
Yr1D Say, and hold in memory whilst writing, simple sentences
which make sense
Match the correct word to the correct picture.
As a group pick a word and create a sentence verbally with the
word in it. Say the sentence several times and write down in
books.
Yr2S/Yr3E Spell and use homophones correctly
Children pick a homophone from centre of table. Look at it,
think of a sentence verbally. Write the sentence in their books
in best handwriting, underlining the homophone.
Plenary
Key questions
/Focus
Children share
sentences.
Evaluate as a class.
Is it the correct
use of the
homophone?
EXTIONSION: Children find homophone pair and write
sentence for each of the words.
Yr1DI can Orally plan and rehearse ideas and Form lower-case letters
correctly – starting and finishing in the right place, going the right way
round, correctly oriented.
Children work with JS to pick out words used to describe haunted
house and write them in their books in best handwriting.
Yr2SI can pick out effective language from story.
Children work in pairs to read through the text again and
highlight any words or phrases they find effective.
Children report
back their findings
and discuss as a
class why the
words they have
chosen are
effective.
Yr3EI can analyse and evaluate text collecting effective
language
Children read through the piece of text again. Highlight any
words/phrases that they think are effective in creating a
haunted story.
List the words/phrases under nouns, adjectives verbs etc.
3
I can spell common
homophones
Play sparkle spell.
Children have to
listen and follow
spelling of words
Have you thought of a
good word/phrase?
Is your word scary?
Yr1D Form lower-case letters correctly – starting and finishing
in the right place, going the right way round, correctly oriented
Children work with JS to come up with a list of nouns that might
be part of a haunted house. Write on black paper with chalk
forming their letters properly
Children present
their words to
class. Discuss and
pin on WW for
future reference.
Spelling for
week
Hear here
hair hare,
see, sea,
son sun,
meet, meat,
flower, flour
Identifying,
discussing and
collecting favourite
words and phrases
which capture the
reader’s interest
and imagination
4
Write from
memory simple
sentences,
dictated by the
teacher, that
include words and
punctuation
taught so far.
Explore, identify
https://www.youtube
.com/watch?v=vNF5
92KQVyQ
Give children title of
Story ‘Horrid Henry’s
Haunted House’
Discuss what its about.
Tell children this week
that we are going to
think about the setting
for Haunted House
story. What makes a
house haunted. Show
picture on smart board.
Tell children they are
going to collect nouns,
Adjectives verbs and
adverbs for our haunted
house. Establish
knowledge of each word
group and model words
for each.
Dictate sentences to the
children with this weeks
words in. Children write
on white boards. Check
and correct where
needed.
Have you written it
perfectly on a piece of
coloured paper?
Yr2SI can collect adjectives for a haunted house
Children work together to come up with adjectives to describe
a haunted house. Can use dictionaries/thesaurus etc to help.
Can you read your
word/phrase?
Yr3EI can collect favour words and phrases to describe
a haunted house
Children work together to come with any words/phrases
they like that help create a haunted house.
Is it neat enough to
stick on the WW?
Yr1D
Have you copied the
sentence perfectly so
that it can be read?
Yr2S Have you read
the simple sentence
and used yesterdays
collection of words to
add some information?
LM work with Yr2S group
JS work with TJ and CB
JA work with Yr2D
Yr1D Write simple sentences that can be read by themselves
and others
TJ and CB copy the simple sentences off the board, ensuring
they form their letters properly and they can be read.
Ask children to
share some of their
sentences.
Yr2SCreate complex sentences
Children given simple sentences. They use the simple sentence
and add information to make into complex sentences
Yr3E Explore, identify and create complex sentences
Discuss as a class,
is it a good
sentence?
Children use the list of words collected previous day and use
them to write complex sentences using modelling from bord to
help them.
Can it be improved?
How?
and create
complex
sentences
5
Assessment
To plan and write
independently a fact
sheet for a haunted
house
Discuss previous days
work. What did we
collect? How are we
going to use them?
Establish sentences.
Ask a child to pick a
noun, adjective, adverb
etc.
How can we put all these
words together to make
a good sentence? Let
children have a go on
whiteboards. Discuss
ideas and model a good
sentence on board. How
can we make it a complex
sentence? i.e. add some
information. Model
adding information at
end of sentence, middle
and beginning. Ensure
children understand main
clause, subordinate
clause etc.
Spelling test of weeks
words
Tell children they are
going to write a fact sheep
about a haunted house.
What would you need to
include?
Model write together.
Yr3EHave you looked
at the words phrases
collected previous day
and used them to
create some complex
haunted sentences?
Created together a a
class
LM work with Yr2S group
JA work with L Yr2 group
Y1D
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.
List relevant words
phrases on board for
support.
Children write in simple sentences about a haunted
house they can visit.
Encourage use of complex
sentences.
Say, write and punctuate simple and compound sentences
Create success criteria
together for a good piece
of work.
using the connectives and, but and or.
Form lower-case letters of the correct size relative to one
another.
Use upper case letters appropriately e.g. not always writing A
as a capital, not using capitals within words
Read some of
children’s work out.
Form and use the four basic handwriting joins.
Write legibly
Spell words as accurately as possible using their phonic
knowledge and other knowledge of spelling, such as
morphology and etymology.
Write complex, simple and compound sentences that make
sense
HOMEWORK: Weeks spellings to learn, reading books daily.